2017 Coleambally Central School Annual Report · discovered habitable planets in the universe and...

Coleambally Central SchoolAnnual Report

2017

4348

Printed on: 13 April, 2018 of 27 Coleambally Central School 4348 (2017)

Introduction

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

Timothy Allen

Principal

School contact details

Coleambally Central SchoolKingfisher AveColeambally, 2707www.coleamball-c.schools.nsw.edu.aucoleamball-c.School@det.nsw.edu.au6954 4131

Message from the Principal

This year has been an exciting year for Coleambally Central School. We have the opportunity to recognise a wide rangeof development and excellence in academic, sporting and cultural areas, as well as the personal growth and maturity ofstudents.

We are living in rapidly changing times. It is hard to comprehend that students who start Kindergarten next year in 2018will leave school, after thirteen years of schooling, in Year 12 in the year 2031. What that world will look like we can butwonder with the rapid advancements in technology. Futurists, scientists who attempt to systematically explore predictionsand possibilities about the future, predict by 2031 autonomous, self–driving cars will be commonplace, wearabletechnology will replace smartphones, quantum computer chip technology will massively accelerate learning and artificialintelligence capabilities, robotics will have the capability to replace manual labour and that mankind may even havediscovered habitable planets in the universe and travelled to Mars.

During the year Coleambally Central School has been undertaking consultation to plan and implement the 2018–20School Plan. Our school, and the Department of Education, is moving ahead with reforms aimed at providing studentswith the skills that will be needed in the future. Along with literacy and numeracy, future students will have to demonstrateother skills, working collaboratively, display critical, innovative, thinking, resilience, and be accountable for their individualand community’s actions towards themselves, others and the environment. Be assured that we are committed to theseoutcomes. Change is inevitable, and so it is with Coleambally Central School.

Proposals are being considered to develop and implement a relevant, innovative and dynamic curriculum to meet thediverse learning needs of students, increase post school pathways and to improve student engagement, with studentaccess to a wider variety of curricular and extra–curricular activities; To build a culture of high expectations andsustained and measureable whole school improvement, creating a K–12 school culture and active and informed citizensand; Foster productive and meaningful school and community partnerships, to maintain a safe and supportive learningenvironment for all stakeholders and nurture student and community wellbeing.

In any meetings or interviews with students, parents of students, and also evident in consultation processes, many timesyou ask what they want out of school and there is one constant in any reply, in any context, it doesn’t matter to whomyou talk to and where they are from, it is to leave school with literacy and numeracy skills. There are many otherpressures on school curriculum these days, personal development, health, student welfare, values education, but studentoutcomes in literacy and numeracy remain our core business. These skills are what will provide the opportunities forstudies to have increased options, have choices when leaving school and looking for a career path and help themnavigate the world in the future.

Central schools are great schools and Coleambally Central is a great school which is focused on the needs of ourstudents. Walt Disney said, ‘You can dream, create, design and build the most wonderful idea in the world, but it requires


people to make the dream reality'. Staff have been deeply invested in finding and nurturing the immense potential insideall students so that they are equipped to explore the boundless possibilities that lie ahead of them. To do this takesdetermination, hard work and a commitment to the pursuit of excellence. I thank all of our teaching and support staffacross primary and secondary who have invested so much of themselves and their tremendous expertise in the pursuitof this vision for the benefit of our students and our School.

Coleambally Central School continues to advance and improve, but it wouldn’t be possible without the assistance andsupport of the community, especially the parents. Our school depends on the hard work of every part of our schoolcommunity. To all parents and caregivers, I thank you for your passionate support of all things Coleambally and for givingus the opportunity to work in partnership with you to give the greatest gift of all, for all of our children – the gift ofeducation. I take this opportunity to give thanks to all who have contributed to our school community in 2017.

I would like to thank the P&C for its continued support, especially assistance through funding for excursions and theprimary intensive swimming. The P & C also provides the opportunity to maintain a school canteen 5 days a week.Thanks must also go to the Coleambally Lions Club, CWA Coleambally–Argoon and Murrumbidgee Shire Council fortheir continued support.

I am very proud of the young people who we as a community are growing. To see firsthand the positive, respectful andresponsible ways our Year 12 students conducted themselves during their High School Certificate studies, examinationsand at their Year 12 Farewell should give us all confidence in the future.

On a personal note, I would like to thank the community of Coleambally for their kind welcome as I commenced theprincipalship of the school. This is my first year as Principal of Coleambally Central School and I am very proud of whatwe have accomplished as a school and I can only say what an exciting era we are entering into.

Timothy Allen

Principal

Message from the school community

2017 has once again proved to be a successful year for the P & C association, due to the continued support and hardwork of parents, teachers, the community and our dedicated committee. This year’s AGM saw an elected executivecommittee consisting of: Rae Collier (President), Kim Mannes (Vice President) and Monika Burgess (Treasurer). ColleenMader made a difficult decision to step down as secretary, having dedicated several years to the P & C in this position.The secretary role was temporarily taken up by myself in the interim until the end of June, when Ema Munro volunteeredand was elected to take on the position officially. On behalf of the P & C, I would like to sincerely thank Colleen for all herhard work, and for her continued active participation with the P & C.

This year, the P & C has been extremely active and is always striving to provide support and contributions to the school’sresources and I would like to take this opportunity to thank everyone for their dedication and constant efforts throughoutthe year to provide substantial contributions to the school’s resources.We have held several fundraising eventsthroughout the year to achieve this, and these efforts include:

• Annual Street Stall and Raffle • Mother’s Day and Father’s Day stalls • Christmas Raffle • Catering at the Motor Bike Rally in July • Catering at the Vintage Rally in August • Demonstration Farm

None of this would have been possible without the continuous support of volunteers including parents, teachers andcommittee members, all of who give up their time and energy to make these fundraising events happen. As always, Ifeel the need to make a special thank you to Sharon Breed for her tireless energy as our fundraising dynamo, who isnever short on ideas for our next fundraising venture and willing to take on any task required to get the job done. Onbehalf of the P & C, I would also like to draw attention to and sincerely thank Steve and Monika Burgess, and Ian Payneand Sharon Breed for the efforts that went into developing and maintaining our P & C Demonstration Farm. Theirinvaluable sponsorship which included resources and labour is greatly appreciated.

These fundraising events are an integral part of the P & C as they allow us to provide funding and support for projectswithin the school which ultimately benefit the students, such as the Reading Eggs and Mathletics programs for ourprimary students. Other resources to the school this year included the purchase of new netball uniforms and subsidiesfor students who have been selected to represent the school at state level. The intensive swimming program held at theend of Term 4 for all primary students was also subsidised by the P & C to help parents with the costs.The P & C hasalso donated to several worthwhile programs that benefit the children, such as the Country Education Fund, the Duke ofEdinburgh program, and the annual Portsea Camp. As always, we are proud of the students within our school and and


are pleased to be able to acknowledge their achievements by providing Year 12 farewell gifts at the formal andacademic, sporting awards and book prizes at Presentation Night.

The canteen has continued to be a very viable source of funds for the P & C and I would like to thank Alison Demamielfor her tireless work as our canteen supervisor, as well as the volunteers who donate their time to assist her. I wouldfurther like to acknowledge the canteen for donating their efforts and skills to making the year 12 formal cake, as well asproviding afternoon tea for Parent/Teacher Interviews, morning tea and lunch for the school staff during the SchoolDevelopment Day at the beginning of Term 2, and a sausage sizzle for the students on "National Ride2school Day”.

Last year finished on a high note with the P & C being successful in securing a large grant from the shire, which hasbeen allocated for the resurfacing of the basketball courts. Although it was anticipated that the project would becompleted this year, the lengthy process involved in the planning requirements has meant that the work will commencein 2018. In addition to this grant, the P & C was also successful in securing a second grant from the shire which wasused to purchase new outdoor tables and chairs for the school. These are already in place and being used by thestudents in the school grounds. The P & C also received a third grant from the APEX organisation which is beingallocated towards the planned Hospitality kitchen within the school. The committee is extremely grateful to MonikaBurgess for the time and effort that she has committed to enabling the P & C to secure these grants, in addition to themany hours she dedicates to her treasury role for both the P & C and the canteen finances.

In closing, I would like to add that it has been a pleasure to be a part of this year’s P & C and I am grateful for thecontinuing support from all those involved. Our school is one to be proud of, and I encourage everyone to take an activeinterest in our childrens’ educations and become involved with the association. We welcome new members and newideas, and look forward to a strong year in 2018.

Rae Collier

President P & C


School background

School vision statement

Coleambally Central School strives for excellence through our whole school focus on the delivery of high quality learningopportunities to improve student outcomes. We have an explicit improvement agenda targeting the foundations oflearning, literacy and numeracy, to support our students on their journey to become capable and confident 21st centurylearners. There is a genuine focus on supporting our teachers to thrive as practitioners and leaders to facilitate this sustainable improvement agenda. Our school is dedicated to the promotion of the core values of responsible andrespectful behaviour within in a safe and inclusive environment.

School context

Coleambally Central School is a vibrant K–12 rural school with approximately 235 students located in Wiradjuri country. It incorporates an Indigenous culture centre, Tirkandi Inaburra which may accommodate up to 14 Aboriginal males at onetime.

The school draws students from the townships of Coleambally and Darlington Point and from a large surrounding farmingarea. Approximately half the school student population is transported to the school location by school busses operatedout of Coleambally. The school site, which is situated adjacent to the Coleambally business district, is well suited to itsrequirements. Extensive, well–maintained grounds complement modern buildings.

There is strong community support available to the school. The school strives to position itself within the community as avital and viable community asset and a strong contributor to community values and ethos. The school caters for allstudents as individuals. We provide enrichment opportunities and inclusive integration programs. Students have accessto a comprehensive range of technological resources to support quality learning.

The school strives to meet the present and future needs of our students in partnership with our community. The schoolrecognises and rewards academic, sporting and cultural excellence within the school community.

Coleambally Central School strives to provide high quality educational programs characterised by effective teaching andlearning, a structured focus on professional learning to build teacher capacity in a caring environment.

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.

Learning Elements

The Learning Elements of Coleambally Central School remain overall at Delivering.

In the area of Learning Culture, progress in learning and achievement is identified and acknowledged. The aspirationsand expectations of students and parents are known and inform planning for learning and there is a demonstratedcommitment within the school community that all students make learning progress.

Partnerships with parents and students support clear improvement aims and planning for learning. The school activelyplans for student transitions and the school clearly communicates its transition activities to the school community. Staffregularly and accurately monitor attendance and take prompt action to address issues with individual students.

In the area of Wellbeing, the wellbeing of students is explicitly supported by staff and the school community recognisesthat student wellbeing and engagement are important conditions for learning. Coleambally Central School plans for andmonitors a whole school approach to student wellbeing and engagement, collecting, analysing and using data, includingvalid and reliable student, parent and staff surveys and feedback to monitor and refine a whole school approach towellbeing and engagement to improve learning.


In the area of Curriculum, Coleambally Central School offers a curriculum that provides equitable academic opportunitiesfor all students and monitors and reviews its curriculum provision to meet the changing requirements of the students.Teachers differentiate curriculum delivery to meet the needs of students at different levels of achievement, includingadjustments to support learning or increase challenge.

In the area of Assessment, teachers collect and use assessment data that monitors achievements and identifies gaps inlearning to inform planning for particular student groups and individual students and assessment is planned andundertaken regularly in all classes. The school analyses internal and external assessment data to monitor and report onstudent and school performance and uses internal as well as external assessments (such as NAPLAN and HSC) toassess student progress and achievement against syllabus outcomes.

In the area of Reporting, Coleambally Central School provides parents and carers with information on the learningprogress of their children, including reports and parent/teacher interviews as well as opportunities to discuss thisprogress.

In the area of Student Performance measures, Coleambally Central School is Working Towards Delivering studentsconsistently performing at high levels on external and internal school performance measures, with equity gaps that areclosing.

Teaching Elements

The Teaching Elements of Coleambally Central School remain overall at Delivering.

In the area of Effective Classroom Practice, teachers regularly use student progress and achievement data to informlesson planning. They collaborate across faculties, stages and teams to share curriculum knowledge, data, feedback andother information about student progress and achievement, to inform the development of programs and lessons, whichmeet the needs of all students. Teachers respond promptly to student work and check that students understand thefeedback received and the expectations for how to improve.

In the area of Data Skills and Use, teachers access and engage in professional learning that builds skills in the analysis,interpretation and use of student progress and achievement data. The leadership team comprehensively analysesstudent progress and achievement data for insights into student learning and discusses results with the whole staff andregularly uses student progress and achievement data to inform key decisions such as resourcing and implementation ofnew programs or initiatives. All teachers contribute to gathering and analysing data and clear and accurate analysis ofstudent progress and achievement data informs planning that is shared with the school community in the Annual Report.

In the area of Professional Standards, teachers’ Professional Development Plans are supported by a coordinated wholeschool approach to developing professional practice, informed by research. Whole school analysis of teaching staffidentifies strengths and gaps, with planning in place to build capabilities and source teachers with particular expertise toimprove student learning outcomes. The school facilitates professional learning that builds teachers’ understanding ofeffective strategies in teaching literacy and numeracy skills and knowledge.

In the area of Learning and Development, teaching staff engage in professional discussion and collaborate to improveteaching and learning in their classes, year groups, stages and faculties. Observations of classroom teaching practice,with feedback, are used to improve professional knowledge and practice. Teachers engage in professional learningtargeted to school priorities, the needs of their students, and the achievement of their professional goals. ColeamballyCentral School identifies expertise within its staff and draws on this to further develop its professional learningcommunity. Areas for development in teacher expertise are identified and addressed and staff are supported to trialinnovative or evidence based practices.

Leading Elements

The Leading Elements in Coleambally Central School have improved overall to Sustaining and Growing.

In the area of Educational Leadership, the Coleambally Central School leadership team ensures that the teacherperformance and development policy is implemented in a culture of high expectations for every staff member. Parentsand community members have the opportunity to engage in a range of school–related activities which help build theschool as a cohesive educational community and we regularly solicit and address feedback on school performance fromstudents, staff, parents and the broader school community.

In the area of School Planning, Implementation and Reporting, the leadership team engages in a process of planning,implementation, monitoring and self–assessment, and leads the collaborative development of an evidence–based schoolplan that actively supports change that can lead to improvement. Staff, students, parents and the broader schoolcommunity are welcomed and engaged in the development of the vision, values and priorities of the school. ColeamballyCentral School systematically and regularly monitors a range of indicators to gauge the impact of its plan and to informchanges to the implementation that support its ultimate success and the annual report contains data that measures the


impact of the plan in terms of student learning progress.

In the area of School Resources, the school’s staffing is organised and managed to ensure an effective learningenvironment. The leadership team allocates staff resources to support the achievement of the school’s strategicpriorities. Technology is accessible to staff and students.

Priorities in the school plan are used to drive financial decision making. Strategic financial management is used to gainefficiency and to maximise resources available to implement the school plan, with long–term financial planning beingintegrated with school planning and implementation processes to address school strategic priorities and meet identifiedimprovement goals.

In the area of Management Practices and Processes, administrative practices and systems effectively support schooloperations and teaching. Coleambally Central School makes informed choices about administrative practices andsystems in place, based on cost effectiveness, evidence, and in response to local context and need. Staff are supportedto develop skills for the successful operation of administrative systems, such the implementation of the LearningManagement and Business Reform (LMBR).

The leadership team measures student, parent and school community satisfaction and shares its analysis and actions inresponse to the findings with its community.

Where to Next?

As part of the 2018–20 School Planning process, extensive data analysis of school and student performance andstudent, staff, parent and community surveys and consultation took place to create a 2017 Situational Analysis Report.The Conclusions and Recommendations included in the report underpinned the development of the school plan and theprocesses, practices, improvement measures and products included in the plan. These are included in the ‘Next Steps’under each of the three Strategic Directions included in this Annual Report.

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

Leadership and Development

Purpose

We aim to build strong, positive relationships to inspire a culture of collaboration, engaged professional learning andvisible leadership within our school community.

Overall summary of progress

Professional learning in 2017 was focused on developing staff skills in data analysis and developing a deep knowledgeof assessment and reporting of student performance. Two members of staff, one Primary and one Secondary,participated in a High Impact Leadership Project, implementing a Recipricol Reading Program in Stage 3 and Stage 4during DEAR.

The use of continuum data in teaching and learning programs was embedded and staff continued to refine theirPerformance Development Plans to ensure they align to the school plan and the Australian Professional Standards forTeachers. A thorough Situational Analysis Report of school and student performance data was created, which will formthe basis for baseline data to inform school improvement over the next three year school improvement cycle. TheSituational Analysis Report contained conclusions and recommendations, which will be implemented as part of theschool improvement planning cycle.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Primary Peer Support leadersundergo peer support training in2016. Primary Peer Support Program initiated Term 2 2016.

N/A In 2017 trained Peer Support Leaders and staffcontinued the K–6 Primary Peer Support Programafter its successful implementation in 2016.

100% of Executive are leadingprofessional learning across theschool to improve studentlearning outcomes.

$32,534 – ProfessionalLearning

In 2017 executive staff continued extensive anextensive professional learning program. Executivestaff were responsible for the delivery of qualityprofessional learning sessions that aligned to theschool plan and NSW Department of Educationprograms and initiatives, including participation in aHigh Impact Leadership Project.

Next Steps

• Develop staff skills in collection, analysis and use of data to inform teaching and assessment strategies todifferentiate student learning and to drive student improvement through personalised learning.

• Develop an understanding and implement high growth practices across the school to bring about sustained wholeschool improvement.

• Review, develop and implement structures and processes that optimise the environment for student learning andcurriculum delivery.

• Improve school administration practices, policies, processes and communication. • Build a K–12 whole school inclusive culture by increasing parental and community involvement in school by

building student leadership skills and implementing Personalised Learning Pathways for all students. • Develop school links with Darlington Point PS and St Peter’s Coleambally to improve the Year 6 to 7 Transition

point.



Quality Learning

Purpose

We aspire to create dynamic learning environments to provide engaging, high quality and inclusive learning opportunitiessupporting staff and students to grow as lifelong learners.


In 2017 Coleambally Central School further developed staff knowledge around the area of Quality Learning, withextensive professional learning to build staff capacity. Primary continuum data was monitored and updated every 5weeks to inform teaching and planning for learning and an Instructional Leader assisted with the coordination andidentification of literacy and numeracy achievement in Primary through the use of data analysis and appropriateinterventions for targeted students.

All Year 7 – 10 students were plotted on the Literacy Continuum and the school continued its planning for theimplementation of increased Vocational Education and Training (VET) studies, with a member of staff being trained inPrimary Industries and also Tractor Training. A part time teacher was employed to Mentor Stage 6 students, assistingthem through their Higher School Certificate studies and to also tutor Stage 6 Aboriginal students.

All necessary Personalised Learning Plans (PLP’s) and Individual Learning Plans (ILP’s) were created and/or updatedwhere necessary to meet the learning needs of all identified students.

NAPLAN results in Primary (Year 3 and Year 5), indicate an upward trend in student achievement. K–2 staff continuedtraining in Language, Learning and Literacy (L3) and are implementing the program effectively. In 2017 Peer Supportwas further embedded in the school culture K–12, with the focus being informed from wellbeing data collections basedon Mind matters and Tell Them From Me surveys.





Increase number of students inthe top 2 bands of NAPLAN by8% (2019) via explicit literacysupport initiatives.

$3,027 – K–6 Literacy andNumeracy Programs

$32, 534 – ProfessionalLearning

$26,597 – Learning andSupport Flexible

53% of Year 3 students reached 'proficiency' inNAPLAN (top two bands) in Reading and 47% inNumeracy.

20% of Year 5 students reached 'proficiency' inNAPLAN (top two bands) in Reading and 21% inNumeracy.

14% of Year 9 students reached 'proficiency' inNAPLAN (top two bands) in Reading

Staff have identified students who need to haveadditional support to reach proficient level inNAPLAN.

All K–6 students K–6 plotted on the literacycontinuum and Planning Literacy and Numeracy(PLAN) software.

Staff professional learning in Language, Learningand Literacy (L3).

Student improvement of 1 clusterminimum after 1 mapping cycleacross aspects of the LiteracyContinuum.

$3,027 – K–6 Literacy andNumeracy Programs

$32, 534 – ProfessionalLearning

$26,597 – Learning and

61% of Kindergarten students were at or aboveexpected student level in reading andcomprehension.

78% of Year 1 and 70% of Year 2 students were ator above expected student level in reading andcomprehension.






Student improvement of 1 clusterminimum after 1 mapping cycleacross aspects of the LiteracyContinuum.

Support Flexible60% of Year 3 and 50% of Year 4 students were ator above expected student level in reading andcomprehension.

57% of Year 5 and 66% of Year 6 students were ator above expected student level in reading andcomprehension.

Student learning and assessmentdata is evident in 100% ofteaching and learning programs.

N/A The implementation of an accountability program,with staff collecting and recording relevant dataused to inform teaching and learning programs.Checklists confirm data usage and signed off bysupervisor.

Increased use of ALARM inStage 6 across all subjects.

N/A 25% of Stage 6 English (Advanced) studentsachieved a Band 5 or higher result.

30% of Stage 6 Agriculture students achieved aBand 5 or higher result.

25% of Stage 6 Chemistry students achieved aBand 5 or higher result.

25% of Stage 6 Industrial Technology studentsachieved a Band 5 or higher result.

Personalised Learning Plans andIndividual Learning Plans arecollaboratively reviewed eachsemester and monitored toensure students learning needsare being met.

$26,597 – Learning andSupport Flexible

Personalised Learning Plans and IndividualLearning Plans have beencollaboratively completed.

Next Steps

• Implement effective, evidence based teacher practices to achieve high growth. • A strong focus on formative assessment to drive assessment for learning. • Develop and implement a consistent approach to personalised learning K–12 to address individual student

learning needs and inclusive of school wide practices. • Develop and implement a relevant, innovative and dynamic curriculum to meet the diverse learning needs of

students. • Develop and implement innovative pedagogy, technology and infrastructure that is future focused and provides

students with the skills and capabilities to thrive in a rapidly changing world. • Improve school attendance, with a particular focus on secondary by implementing a School Attendance

Improvement Action Plan and attached Attendance Policy and Attendance Monitoring procedures. • Increase post school options by developing a Pathways to Success Program that includes access to increased

VET subjects and developing community and industry links to increase School–based Apprenticeships andTraineeships.

• Improve student engagement with student access to a wider variety of curricular and extra–curricular activities.



Community and Wellbeing

Purpose

We foster productive and meaningful schoolcommunity partnerships to nurture wellbeing. We strive to maintain a safeandsupportive learning environment for all stakeholders.


Our continued school–wide focus on student welfare and positive behaviour has enabled us to achieve significantprogress in this strategic direction through a successful approach to student wellbeing and learning culture. A consistentapproach to teaching and learning of appropriate behaviours in the various school contexts saw significant observablechanges in behaviour and a decrease in behaviour referrals, featuring more positive and respectful relationshipsthroughout the school community.

The school continued to collect and monitor student feedback from Tell Them from Me surveys and continued itssuccessful Student Wellbeing, Peer Support and Positive Behaviour for Learning programs. The school also continued tocelebrate school successes with the community via improvements in our website and the development of an assemblyschedule. A Skoolbag 'app' was purchased and implemented that facilitated instantaneous school communicationthrough a smartphone application and the preparation of the 2017 budget aligned low socio–economic and Aboriginalbackground funding towards student assistance for school programs and improved student engagement.





Post Term 3 2015 studentfeedback surveys indicate asignificant proportion ofparticipants feel the school istaking more effective measures tosupport their Wellbeing needs inthe areas of advocacy, bullyingand teacher expectations.

$0 – Tell Them from Mesurveys

Tell Them From Me Survey Results

Advocacy – Students feel that they have someoneat school who consistently provides encouragementand advice; School means: • Primary 6.3 (State 7.7) • Secondary 6.5 (State 5.7)Bullying – Students feel accepted and valued bytheir peers and by others at the school; Schoolmeans: • Primary 58% (State 81%) • Secondary 47% (State 63%)Teacher Expectations – Staff emphasise academicskills and hold high expectations; School means: • Primary 8.2 (State 8.7) • Secondary 7.1 (State 6.9)

100% of Positive Behaviour forLearning Milestones are meteach term.

$3,034 – Awards and Prizes Analysis of Sentral Wellbeing data demonstratedthe following results in the areas below: • Total negative behaviour referrals have dropped31% since 2015. • Negative Secondary classroom behaviourreferrals have dropped 38% since 2015. • Negative playground behaviour referrals havedropped 54% since 2015.

A current Wellbeing andDiscipline Policy is developedand approved after staff andcommunity consultation (Term 42016 – Term 1 2017).

N/A The Wellbeing and Discipline Policy will continue tobe developed and aligned to school and communityexpectations, the Wellbeing Framework for Schoolsand Positive Behaviour for Learning,

School success is celebrated andpublicised frequently usingimproved mediums, for

$980 – Skoolbag "app" School success was publicised to the communitythrough Skoolbag and also via newsletter andschool noticeboard.






example Skoolbag appand business district displays.

School success was publicised to the communitythrough Skoolbag and also via newsletter andschool noticeboard.

Next Steps

• Develop staff and community understanding around the Wellbeing Framework, evaluating current policies andpractices using the Wellbeing Self–Assessment Tool, developing and updating wellbeing policies.

• Review Student Wellbeing to ensure alignment to current Department of Education practices, policies andprocedures and improve classroom management practices.

• Implement evidence based practices across the school to improve student wellbeing, independence, confidenceand resilience which supports learning.

• Create a professional climate which is conducive to the optimal health and wellbeing of staff and to help improvestaff moral and social capital across the school.

• Consultation with the P & C, students, staff and the community on a review of the current school uniform and thesuccessful implementation of a current, fashionable and practical school uniform to build student engagement andschool pride.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $19,454 – Aboriginalbackground funding

• Aboriginal students supported through theimplementation of Personalised LearningPlans. • Personalised adjustments and strategieswere implemented to improve studentattendance, participation and engagement inlearning. • Part time tutor for Stage 6 Aboriginalstudents. • School Learning and Support Officer inclassrooms. • Continued integration of Aboriginalperspectives into existing classroomprograms.

Low level adjustment for disability 0.80 – Staffing entitlement

$26,957 – Flexible low leveladjustment for disabilityfunding

• All students provided with appropriateadjustments for learning growth andsuccess,with an Individual Learning Planand/or interventions K–12 where required. • All students requiring adjustments identifiedin Nationally Consistent Collection of Data onSchool Students with Disability (NCCD). • Individual Learning Plans and StudentHealthcare Plans implemented incollaboration with parents and carers toreflect needs for specific students. • K–6 and 7–12 Learning and Support Teamsheld fortnightly meetings to discuss theeffectiveness of classroom organisation,school policies and enhance student’s accessto specialist teachers, sources of knowledge,individual connections and educational andcommunity services. • School Learning Support Officers supportindividual students in literacy and numeracyand access to a wider range of curriculumlearning experiences.

Quality Teaching, SuccessfulStudents (QTSS)

0.184 – Staffing entitlement Additional staffing from Quality Teaching,Successful Students for teacher release wasutilised to enable Primary executive to provideadditional support and mentoring to staffthrough professional development and inclass support.

Socio–economic background $108,897 – Flexible LowSocio–economicbackground funding

• Reduced impact of low socio–economicstatus on students from equity groups withinthe school by enabling them to have accessto quality teaching and learning and low–cost,highly accessible learning experiences toimprove student’s academic and socialoutcomes. • Improved the quality of teaching andlearning with staff professional learning. • Part–time Stage 6 Mentor to supportstudents through the HSC. • Improving students’ access to a widerrange of curriculum learning experiences, withadditional programs in Music, Drama, Scienceand Technology. • Budget allocation for student assistance.,supporting students’ access to curriculumlearning experiences and resources. • Improving partnerships between the school,parents and carers by developing a


Socio–economic background $108,897 – Flexible LowSocio–economicbackground funding

sustained, positive and inclusive schoolculture. • Maintaining Positive Behaviour for LearningProgram.

Support for beginning teachers $13,450 – BeginningTeacher Support funding

Funding for Beginning Teachers was utilisedto employ casual staff to enable beginningteachers to have an additional Release fromFace to Face teaching. In addition the fundingwas also used to enable members of theschool executive release to provide additionalsupport and mentoring to BeginningTeachers.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 151 137 125 118

Girls 117 129 116 104

Student attendance profile

School

Year 2014 2015 2016 2017

K 92.8 94.1 92.2 93.3

1 92.2 91.9 92.5 95

2 94 95.1 90.4 94.4

3 95.6 91.4 92.3 95.6

4 92.9 93.7 89.6 94.2

5 95.4 96.2 93.7 89.7

6 96.1 92.6 94.5 93.7

7 92.1 94.8 86.6 91.4

8 90.5 83.8 90.3 91

9 91.3 87 83.5 84.8

10 87.8 91.3 85.3 82.4

11 89.7 86.4 86.7 84.1

12 88.8 86.9 94.1 92.2

All Years 91.9 90.8 89.5 90.4

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

School attendance is monitored daily and recordedelectronically. The school continues to focus onreinforcing the importance of regular attendance and inaccordance with departmental procedures, studentattendance is monitored through regular examination ofclass rolls. The All Years student attendance rate in2017 increased by 1% and is now only 2% below state.


Attendance is closely monitored with follow up lettersand phone calls to parents. Students with significantattendance issues are referred to the school's LearningSupport Teams, where they are monitored and referredto the Home School Liaison Officer (HSLO) whennecessary. The school actively seeks explanation for allabsences and implements strategies to supportattendance.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 5.5

Employment 5.26 0 61

TAFE entry 5.26 0 5.5

University Entry 0 0 28

Other 0 0 0

Unknown 0 0 0

Post–school Destination • 90% of Year 10 students returned to commence

Year 11 studies in 2018. • 100% of Year 11 students returned to commence

Year 12 studies in 2018.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 2

Head Teacher(s) 4

Classroom Teacher(s) 13.6

Teacher of Reading Recovery 0.21

Learning & Support Teacher(s) 0.8

Teacher Librarian 0.8

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

8.59

Other Positions 0.2

*Full Time Equivalent

Reporting of information for all staff must be consistentwith privacy and personal information policies.Coleambally Central School is supported by qualityteaching staff as well as a number of temporary andcasual teachers. School Learning Support Officers workwith students, providing support in classrooms and onindividual programs and the general/farm assistantmaintains the high standard of the school facilities.

Coleambally Central School has 3% of staff whoidentify as Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 4

Professional learning and teacher accreditation

Coleambally Central School is committed to theongoing professional development of all staff.Professional learning is aligned to our schoolimprovement measures and focuses on our strategicdirections of Leadership and Development; QualityLearning; and Community and Wellbeing. Priorities forprofessional learning are in line with the 2015–17School Plan and state priorities.

Total expenditure on Professional Learning for 2017was $32,524. In 2017, staff participated in professionallearning activities related to Literacy and Numeracy,welfare and equity, Quality Teaching, careerdevelopment and implementation of the LearningManagement and Business Reform (LMBR) suite ofdepartmental software packages for student wellbeing,administration and management, and finance.

Professional learning funds were expended onindividual staff professional development identifiedwithin both the School Plan and staff PerformanceDevelopment Plans, while additional funds were spenton executive professional development. Support staffalso had access to professional learning opportunitiesas appropriate to their needs. As well as three StaffDevelopment Days at the beginning of Terms 1, 2 and3, all staff also participated in whole school professionallearning utilising the School Excellence Framework, theliteracy and numeracy continuums and the use of datato drive teaching and learning and improve student andschool performance.

Professional learning and additional school funds wereutilised for staff to attend professional learning inLanguage, Learning and Literacy (L3), ImprovingNumeracy Outcomes and executive participation in aHigh Impact Leadership Project. Primary staff


commenced professional learning in the new LearningProgressions and Best Start assessment. In additionstaff also participated in professional learning tosupport a number of student wellbeing initiatives andleadership development.

All permanent, temporary and casual staff alsoparticipated in the Performance DevelopmentFramework process, with a Performance DevelopmentPlan (PDP) that aligned to the school plan, systempriorities and the Australian Professional Standards forTeachers. All pre–2004 staff actively participated in theaccreditation process for pre–2004 teachers and wereaccredited at ‘Proficient’ by the end of 2017, while oneBeginning Teacher commenced completion of teacheraccreditation requirements.

All staff also completed mandatory trainingrequirements in Code of Conduct, Anaphylaxis,Emergency Care, Child Protection andCardio–Pulmonary Resuscitation (CPR) when required.

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.

Receipts $

Balance brought forward 298,484

Global funds 246,294

Tied funds 134,586

School & community sources 42,209

Interest 3,725

Trust receipts 13,122

Canteen 0

Total Receipts 439,937

Payments

Teaching & learning

Key Learning Areas 65,570

Excursions 18,325

Extracurricular dissections 19,361

Library 6,218

Training & Development 25,705

Tied Funds Payments 105,188

Short Term Relief 55,191

Administration & Office 44,954

Canteen Payments 0

Utilities 35,702

Maintenance 17,288

Trust Payments 68,921

Capital Programs 30,545

Total Payments 492,968

Balance carried forward 245,453

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 669,629

Appropriation 558,718

Sale of Goods and Services 3,758

Grants and Contributions 106,590

Gain and Loss 0

Other Revenue 0

Investment Income 563

Expenses -337,899

Recurrent Expenses -337,899

Employee Related -122,579

Operating Expenses -215,320

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

331,730

Balance Carried Forward 331,730

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.

• The School Community is developing aconsultative planning committee to advise theschool executive on financial management aslinked to the school plan.

• The Principal has overall responsibility for thefinancial management of the school while theSchool Administrative Manager is responsible forthe day to day financial operations.

• There was an extraordinary amount spent onshort –term sick leave, which has increased 40%since 2015.

• The funds available will be used to coveroutstanding salaries and continued support ofequity programs.

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 3,024,735

Base Per Capita 37,751

Base Location 71,161

Other Base 2,915,822

Equity Total 236,567

Equity Aboriginal 19,454

Equity Socio economic 108,897

Equity Language 0

Equity Disability 108,216

Targeted Total 440,770

Other Total 98,469

Grand Total 3,800,541

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 Year 3 47% of students were placed in Band 6 forReading.

In Year 3 47% of students were placed in Band 4 forWriting

In Year 5 53% of students are performing in Band 5and Band 6 for Reading and 80% are placed in Band 4and Band 5 for Writing.




In Year 3 numeracy 46.7% of students were placed inthe top two bands (Band 5 and band 6), while thepercentage in Band 4 of 27% is comparable with state.

In Year 5 numeracy 21.4% of students were placed inthe top two bands (Band 7 and Band 8), nearly doublethe previous two years results.

In Year 7 numeracy 39% of students were placed inBand 7, with only 5.6% of students being placed in thetop two bands (Band 8 and Band 9).

In Year 9 numeracy 71% of students were placed inBand 6 and Band 7, with only 4.8% of students beingplaced in the top two bands (Band 9 and Band 10).


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to https://myschool.edu.au/school/42669 toaccess the school data.

Summary of Student Performance at Proficiency

(Top two bands) for Reading and Numeracy

Reading Numeracy

Year 3: 53% 47%

Year 5: 20% 21%

Year 7: 6% 6%

Year 9: 14% 5%

Higher School Certificate (HSC)

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

The 2017 report is limited to English (Standard), asother subject cohorts are too small to be reported.


Subject School2017 SSSG State

SchoolAverage

2013-2017

English(Standard)

65.4 64.4 65.6 62.7

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. In2017 the school community participated in Tell Themfrom Me surveys and a range of other interviews andsurveys. These systems assisted the school to capturethe views of students, parents and staff. Parents andmembers of the school community were also consultedwith face to face survey interviews and telephonesurveys.

Results of Tell Them From Me Parent andCommunity Data • A belief that the school is not inclusive. • Lack of communication – 44% of parents

indicated that they only had one discussion with ateacher during the year.

• Parent feedback indicates that the P & C andschool website are the most important forms ofcommunication.

• Parents continue to have high expectations of theschool, with completing Year 12 (89%) andattending University (78%) still priorities.

• A perception the prevention of bullying is not aschool priority.

Results of Tell Them From Me Focus on LearningTeacher Survey Data • A perception parental involvement is low. • Secondary faculty the eight drivers are equivalent

to the state norm except for parent involvement. • Staff teaching less than 5 years have low

expectations of leadership. • 75% of staff believe that school leaders are

leading improvement and change. • 72% of staff believe professional learning has led

to changes in teaching practice.Parent & Community Surveys

Assembly Interviews: Parents were interviewed andasked; “When your child finishes Coleambally CentralSchool, what 5 skills, abilities or experiences would youlike them to have?” • 18 responses included Literacy and Numeracy. • 10 responses included Values , Community

Experiences and Excursions. • 6 responses included Social Skills, Work

Experience and Independence and Resilience.

Two Stars and a Wish

A random selection of parents, staff and students wereasked 3 questions: Please write two (2) thingsColeambally Central School does well; Please writeone (1) thing that you think Coleambally Central Schoolcould do better. The following results are a summary ofthe surveys completed.

Things We Do Well – Sport (28 responses), Literacy


and Numeracy (15 responses), Creative Arts (5responses), Teaching (8 Responses).

Things We Could Do Better – Animals in School (16responses), Technology/IPads/Robotics (14responses), School bus (4 responses), Play equipment(4 responses).

Telephone Surveys

A random sample of parents were surveyed bytelephone and asked 5 questions.

What are the good things about ColeamballyCentral School?

Consistent feedback included the school beingapproachable, having and friendly and happyenvironment, small classes were popular, godexecutive, great school community with helpful,personable staff and a good executive available toparents.

What could Coleambally Central School do better?

Feedback included implementing a communityvolunteering program (possibly with St Peters),increased learning support in primary, bettercommunication from school and teachers and more 1:1feedback on individual student progress.

Coleambally CS uses additional funding in anumber of ways, School Learning Support Officers,student assistance and supporting schoolprograms such as technology. What other ideas doyou have that funds could be used for?

Suggestions for use of school funds included healthand fitness programs, increased learning support,laptops for senior students and implementing aHospitality course.

Have you supported your child’s learning byassisting at the school in a voluntary capacity?

50 % of parents responded they have supported theirchild’s learning by volunteering at school. Of these,50% responded by saying being part of the P & C.

Have you been involved in a Personalised LearningPlan (PLP) for your child/ren?

50 % of parents responded they have been involved inPersonalised Learning Plans. Suggestions included;PLP's are followed through, they are tailored forindividual students, more feedback should be providedto parents and that there is structure and continuity inlearning plans and homework.

Do you have anything else to add or a comment?

62% of parents responded no.

Other comments recorded included: Enforcing schooluniform and more support for students representing atzone level in sport with additional coaching.


Policy requirements

Aboriginal education

Coleambally Central School is the education providerfor the Tirkandi Inaburra Cultural and DevelopmentCentre, an Aboriginal community run centre offeringAboriginal boys aged 12–15 a culturally–basedresidential program aimed at strengthening the boys’cultural identity, self–esteem and resilience. Progress isbeing made in improving collaborative practicesbetween Coleambally Central School staff and themanagement at Tirkandi Inaburra, streamlining andbringing efficacy processes to ensure successfulteaching, learning and wellbeing outcomes for thestudents and staff at Tirkandi Inaburra. In 2017 the rateof students graduating at the completion of each term'sprogram increased to 71%.

In 2017 graduation ceremonies were held at TirkandiInaburra, acknowledging the achievements ofAboriginal students and the historical significance ofAustralia’s Aboriginal people and their enormouscontribution to our culture and history. Families ofstudents attended, sharing the cultural art, dance andinspiring day with the students at Tirkandi Inaburra andan appreciation of the uniqueness of our country’sAboriginal heritage.

The school received additional equity funding forAboriginal students from the Resource Allocation Model(RAM) in 2017. Teaching programs and activities wereimplemented that effectively developed and sustained apositive and inclusive school culture. Support wasprovided to Aboriginal students to improve outcomes inliteracy and numeracy and improve studentengagement. School Learning Support Officers wereutilised to support Aboriginal students in classrooms,focusing on explicit, data driven literacy and numeracyprograms and Aboriginal students were provided withongoing access to the school's Learning Centre. A parttime tutor was also employed to assist Stage 6 studentswith study for the HSC.

Aboriginal background funding was also used tosupport our Aboriginal students in improving learningoutcomes by supporting appropriate staff in creatingand updating Personalised Learning Plans and otherrelevant management plans to encourage and sustainsuccess both inside and outside of the classroom.Productive opportunities for collaboration betweenparents and school stakeholders have also beenimproved. Coleambally Central School acknowledgesthe central role of education as a cornerstone in theproduction of a democratic, equitable and just societythat values Australia’s Indigenous culture as a key partof our nation’s history, present and future.

Multicultural and anti-racism education

Coleambally Central School actively encouragesrespect for all cultures, integrating multiculturalperspectives into teaching and learning programsacross all key learning areas at both the class andwhole school level. Anti–racism initiatives areembedded into class and stage programs across theschool and a member of staff is a trained anddesignated Anti–racism Contact Officer (ARCO). Theschool is very conscious of the need to deal swiftly withany issue of racism that arises.

Both the Multicultural Education and the Anti–racismpolicy have been supported by Coleambally CentralSchool. Cultural diversity and a sense of belonging tothe wider community is promoted, examples includingTirkandi Inaburra Graduation ceremonies and theTirkandi Inaburra Indigenous Dance Group, whichperformed at graduation ceremonies and also theMungo Man Repatriation held at Hay during November.

In 2017 Stage 2 and Stage 3 primary students wereengaged in Irish Dance activities and the incorporationof multicultural activities in Creative Arts and Dance.Secondary students participated in Food Technologyactivities that incorporated multicultural perspectivesand the relationship between food, culture and traditionand Stage 5 students completed a unit onContemporary Indigenous Dance. In addition,secondary students studying language were engagedin activities related to European culture and cuisine,dining on French delicacies such as French cheeses,Frogs Legs, and Escargot (Snails).

These celebrations promote inclusiveness and allow allstudents to embrace cultural diversity. Multiculturalismin education is a multi–faceted approach wherestudents are challenged to take varying perspectivesand gain an appreciation of cultural and linguisticdiversity within the school environment and thedemocratic society we live in.


2017 Coleambally Central School Annual Report · discovered habitable planets in the universe and...

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