2017 Gundagai Public School Annual Report - Amazon S3...Classrooms and specialised rooms provide the...

Gundagai Public SchoolAnnual Report

2017

2102

Printed on: 31 March, 2018 of 19 Gundagai Public School 2102 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Gundagai Public as an account of the school's operationsand 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.

Vicki Somerville

Principal

School contact details

Gundagai Public SchoolWilliam StGundagai, 2722www.gundagai-p.schools.nsw.edu.augundagai-p.School@det.nsw.edu.au6944 1811


School background

School vision statement

Gundagai Public School provides high quality educational opportunities for every child every day.

School context

Gundagai Public School has developed a proud tradition of delivering quality education in a positive and supportivelearning environment. Staff have high expectations and work collaboratively to implement innovative school programswhich are reflected in the excellent academic, creative, cultural and sporting achievements of our students.

Students are encouraged to embrace many opportunities offered including dance, environmental education, music,public speaking, art, sport, physical education and a variety of excursions.

Classrooms and specialised rooms provide the latest in technology enhanced learning to engage thinking and creativity and support for students requiring extra assistance.

Gundagai Public School continues to build a culture that has learning at the centre of decision making and actions andwhere all learners have a broad variety of strategies to utilise when learning throughout their life across multiple contexts.

The school uses the skill, language and strategies of Positive Behaviour for Learning to reinforce the core values ofSafety, Responsibility and Learning in all school settings. The school is committed to implementing How2Learn acrossthe school and is focusing on building a school culture which will empower students to take responsibility for their ownlearning and see it as a major focus.

Gundagai Public School enjoys wonderful support from parents and the local community and this combined with thecolourful and modern play equipment, the expansive playground and two sports ovals provide the opportunity forstudents to learn, succeed and grow in a happy, safe and stimulating environment

At Gundagai Public School, all students are challenged to reach their potential, discover their strengths and pursue theirinterests.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.The results of this process indicated:

In the domain of Learning Gundagai Public School is Delivering. The school is committed to creating a culture that isstrongly focused on a collaborative approach to quality learning engagement, the building of educational aspiration and ongoing performance improvement. The implementation of quality Literacy and Numeracy programs across the schoolhas seen a more explicit and systematic delivery of teaching and learning which is data driven. Staff have become moreconfident in analysing data to identify the needs of their students, make flexible student groupings, specifically targetpoint of need teaching and set high expectations for learning to challenge and engage students. The strong commitmentof the school in creating a positive and productive learning culture among students and staff has been a feature of ourprogress. How2Learn underpins a productive learning environment ensuring students acknowledge and developresponsibility for their own learning.

The school is committed to a strategic and planned approach to develop whole school wellbeing processes that supportall students. Positive Behaviour for Learning universal systems are now embedded across the school. The introductionof Bounce Back continues to support the development of positive, respectful relationships and provide a uniform andconsistent approach to supporting students to connect, succeed and thrive in their learning. A highly effective Learningand Support Team is integral to learning, implementing and monitoring a variety of educational programs to ensure allstudents’ needs are catered for. Whole school planning and support systems are designed to address the learningneeds and engagement of all students. A key feature of this planning is the effective transition programs to support ourstudents entering and exiting our school.

In the domain of Teaching Gundagai Public School is Sustaining and Growing. Staff are committed to implementingthe most effective explicit teaching methods underpinned by evidence based strategies. Staff undertook whole schoolextensive targeted professional learning in the quality programs of Writing in the Middle Years, Focus on Reading,Building Blocks in Numeracy, TEN,(Targeted Early Numeracy) and How2Learn. Targeted support programs of L3,(Learning, Literacy, Language), MINILIT (Meeting Initial needs in literacy) and MULTILIT(Making Up for Lost time inLiteracy)have ensured student assessment data is reviewed regularly to identify student achievements and progress andinform future directions. These programs are used to drive and sustain ongoing, school wide improvement in teachingpractice and student outcomes.

Setting common professional goals across the staff greatly improved professional dialogue, targeted professionallearning and collaboration. The school has identified expertise within its staff to provide formal mentoring which focuseson improving staff practices and student outcomes. Teachers are beginning to take a shared responsibility for studentimprovement and develop collaborative networks which are allowing staff to become more confident in authentic andtransparent feedback on teaching practices and programs. . Staff now see that identifying best practice and sharing itacross classrooms results in a sustained improvement in quality teaching practice and student outcomes. Staff now seekout and source their own mentoring and team support, demonstrating they understand the power of effectivecollaboration.

In the domain of Leading Gundagai Public School is Sustaining and Growing. Our priorities have been to progressleadership and management practices and processes. This approach recognises that leadership development is centralto the achievement of school excellence. Having staff undertake initiatives outlined in this report and support 3 staffmembers participate in the High Impact Leadership Program has seen building a strong foundation of leadershipcapacity across the school. This approach recognises that leadership development is central to the achievement ofschool excellence.

Strong, strategic and effective planning underpins all that occurs at the school. The School Plan is at the core ofcontinuous improvement efforts, with the schools vision and strategic directions driving this area. The milestones andschool budget are intrinsically linked to this plan. There is a culture of high expectations with feedback being actively sortand results analysed to ensure clear improvement measures have been identified in our endeavours of continuouswhole–school improvement.

The new approach to school planning, supported by the new funding model to schools, is making a major difference toour progress as a school. The achievements and identification of next steps are outlined in the following pages of thisreport. Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading tofurther improvements in the delivery of education to our students.

For more information about the School ExcellenceFramework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–gu


Strategic Direction 1

Students: Achievement and Engagement

Purpose

To ensure all students are actively engaged in meaningful and challenging learning experiences.

Overall summary of progress

There is a demonstrated commitment within the school community to strengthen the delivery of Literacy and Numeracyto ensure all students make progress with their learning. The quality teaching and learning programs of L3, Focus onReading MiniLit, Multilit, TEN and TOWN have become embedded in the school and continual refinement has allowedfor differentiated curriculum delivery in each classroom to further support the needs of all students .With theimplementation of a specific assessment schedual there is a coordinated effort by all teaching staff to reflect on studentprogress and achievement data and develop plans and strategies for improvement. The use of the Learning and Supportteacher is an integral part of this process .

Through successfully delivering Phases 1 of How2Learn across the school community, a powerful learning culture isbeing created, understood and supported by all stakeholders, proving central to improving student achievement andengagement. The How2Learn mindset has supported students to take an active role in their learning and they nowunderstand that learning should be challenging enough to stretch them and that by developing a growth mindset they areestablishing positive habits for lifelong learning. Parents are also responding positively to information on How2Learn andare providing positive and supportive feedback around student engagement and reflection

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Students will reach stageappropriate outcomes, achieve ator above 12 months yearlygrowth on the Literacy andNumeracy continuums and moveinto the proficiency bands inNAPLAN.

How2Learn is implementedacross the school, buildinglearning power and improvingengagement and learning.

• Targeted studentssupport programs inLiteracy and Numeracy • Targeted in class SLSOsupport • Additional Learning andSupport teaching time • MultiLit and MiniLitprogram delivery($168,852)

• The quality Literacy and Numeracy programs ofBuilding Blocks in Numeracy, Targeted EarlyNumeracy, Writing in the Middle Years, Focus onReading, Learning, Literacy and Language (L3)across the school has ensured a more explicit andsystematic delivery of teaching and learningprograms which are data driven. • Placing a School Learning and Support Officer inevery Kindergarten to Year 3 classroom for dailyLiteracy and Numeracy sessions ensures lessonscan be further differentiated to meet the needs of allstudents • Implementation of MiniLit and MultiLit by trainedLearning and Support Officers is supportingtargeted students make gains in reading, writingand spelling. • Focus groups for students in Years 4–6 taken bythe Learning and Support Teacher further supportsexplicit and systematic Literacy and Numeracydelivery in an effort to continually improve studentoutcomes. • The delivery of Modules 1–5 in Phase OneHow2Learn by our 3 in school lead trainers hasensured a deep understanding of the philosophy ofthis pedagogy and how it aligns with the school planand underpins the school vision. • A growth mindset has become embedded in allclassrooms and the collaborative understandingthat intelligence is not fixed and the mind is like amuscle that can continue to grow the more it isused has seen a much more positive learningculture created in every classroom.


Next Steps

Support staff embed explicit learning intentions and success criteria into teacher programs and class lessons.

Implement a consistent approach to improving reading, writing and numeracy across the school.

Deliver explicit Professional Learning around the 5 How2Learn dispositions and Phase 2 modules to whole staff.



Staff: Best Practice and Professional Growth

Purpose

To build the capabilities of learning, teaching and leadership in all staff.


Considerable resources were placed upon building teacher capacity with a focus on improved teaching methods inLiteracy and Numeracy. Targeted Professional Learning in a range of programs has seen teachers implementing anumber of explicit teaching strategies in a whole school approach to deliver the most effective evidence based teachingmethods to optimise learning progress for all students. Allowing teachers time to collaborate within and across stageshas further empowered staff to deliver challenging and engaging lessons.

A focus on assessment practices has supported staff to use assessment more effectively to program differentiatedpedagogy to promote achievement. Staff now demonstrate confidence in the whole school assessment schedule whichis used to capture student learning on a regular basis and ensue that student progress is systematically monitored.Class teachers use this data to plot achievements on the literacy and numeracy continuums and identify gaps to informtheir teaching. As a result classes now have more flexible student groupings to target point of need teaching and morefluid teaching programs which allow teachers to adapt their practice and lesson delivery to meet the needs of allstudents. More detailed analysis of data by the Learning and Support team ensures systematic targeted support is givento students who are not achieving stage outcomes.Overall staff are responding more confidently to trends in studentachievement at individual, group and whole school levels.





Staff undertake targetedprofessional learning in qualityprograms to drive and sustainongoing, school wideimprovement in teaching practiceand student outcomes.

.

Staff training and support inquality programs to ensureuniform delivery across theschool.

($8275)

• Staff undertook whole school ProfessionalLearning in Building Blocks for Numeracy, TargetedEarly Numeracy and Writing in the Middle Years toensure uniform curriculum delivery in evidencebased exemplary practices. • Additional professional learning by staff in L3,spelling, data analysis and history and geographymodules further supported staff to upskill theircurriculum delivery.

Teaching staff shows growthagainst the National TeachingStandards and School ExcellenceFramework.

.

Teachers provide andreceive support within andacross stages from peersand mentors.

High Impact Leadershipproject undertaken by 3staff members to supportleadership development.

Beginning Teachers receivesupport and mentoring toimprove practice.

($34,325)

• Setting common professional goals across thestaff greatly improved professional dialogue,targeted professional learning and collaboration. • The school identified expertise within its staff toprovide formal mentoring which focused onimproving staff practices and student outcomes.This has resulted in staff now seeking out andsourcing their own mentoring and team support,demonstrating they understand the power ofeffective collaboration. • A focus on growing leadership within the schoolsaw 3 staff members undertake the High ImpactSchool Leadership program , resulting in aproactive staff who are confident in leadingprofessional development within the school.

A school wide assessmentschedule and data recordingsystem drives differentiated futurefocussed teaching and learningprograms.

• The development of a consistent andschool–wide assessment schedule supports anindividualised learning environment across theschool. • Extensive Professional Learning around dataanalysis has allowed staff to work collaboratively






. and regularly analyse internal and external datasources and uses this to implement the nextteaching and learning cycle • Improvements to data collection and analysis hasseen changes to the way staff assess studentlearning and use data to inform further teaching. ,reporting and analysis procedures • The Learning and Support team analyses data toobjectively review the impact of targeted programsand have the confidence to modify or changetargeted supported if needed.

Next Steps

Professional Learning to improve student outcomes in writing, reading and numeracy and to support staff transition tousing Plan2 and Literacy and Numeracy Progressions.

Formative assessment to be used more comprehensively by staff to inform their teaching and adapt their practices tomeet the needs of all students, with particular focus on the higher performing students.

Students receive more regular feedback on their learning to help set goals for future achievement.



School: Dynamic Educational Community Culture

Purpose

To create a positive culture within the school community where all stakeholders feel a sense of belonging and wellbeing.


The continued and consistent focus on Positive Behaviour for Learning has seen the school achieve a successfulapproach to wellbeing and learning culture resulting in positive changes in behaviour and more respectful relationshipsthroughout the school community. The use of a consistent approach to the teaching of appropriate behaviours and theexpectations around these behaviours in all contexts, in all school wide settings is clearly evident amongst staff. Theintroduction of Bounce Back has given teachers a structured program to develop resilience within our students and thecapacity to support them address challenges and cope with adversity and hardship, allowing them to return to a state ofwellbeing.

The school continued to work hard at improving family and community participation and engagement, acknowledgingpartnerships that are transparent and built on mutual respect are the most positive. The school has actively promotedthe school vision, strategic directions, events and achievements to the wider community. Transition programs betweenour pre services agencies and our local high school continues to strengthen, resulting in more effective and supportivetransitions into and out of our school. The school’s links with the local Indigenous community have been strengthenedthrough Aboriginal art workshops, student recognition at NAIDOC celebrations, continuation of the Indigenous CulturalArea and executive representation at AECG meetings. Whilst parent attendance at school events continues to be veryhigh it has been most encouraging to see an increase in the number of parents attending P&C meetings and joining thevarious sub committees that drive a number of programs under the P&C umbrella.





The school has a comprehensiveand inclusive framework toimprove the individual andcollective wellbeing of all studentsas evidenced by PositiveBehaviour for Learning and TellThem from Me data.

• Positive Behaviour for Learning supports thewhole school approach to student wellbeing and a matrix clearly outline both universal and classroomsetting expectations . • There is a clear system to acknowledge positivebehaviours and defined processes to manageadverse student behaviours. • Tier 2 support established and an identificationinventory to indicate students who register andrequire support and intervention trialed. • Staff implementation of Bounce Back program todevelop resilience and teach explicit values tosupport students address challenges and cope withadversity .

Parents and the wider communityare given opportunities to engagein a broad range of schoolinitiatives and develop a deeperunderstanding andconnectedness.

• Ongoing initiatives to streamline and strengthencommunication included the introduction ofSkoolbag App, Facebook page and digital sign. • Revising the P&C model into sub committeeslhas seen a much larger number of parents activelyinvolved in the P&C.

Next Steps

Links with external agencies to support student wellbeing strengthened.

Technology used to develop stronger community connections and improve greater learning and engagementopportunities for students.

Project Based Learning will utilise local expertise and talents.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Teacher relief– planningdays for professionalsupport with writing,communicating andimplementing PersonalisedLearning Plans.

SLSO– MiniLIt and MultiLitProgram implementation

Enrichment opportunities toenhance the interests andcapabilities of Aboriginalstudents

($31,140)

• All Aboriginal students have an IndividualLearning Pathway (ILP) linked to the Literacyand Numeracy continuum which maps theirprogress and allows for targeted supportwhen student outcomes have not beenreached. • A strong focus on providing explicit,systematic support to students not reachingexpected growth targets has had considerable impact. Year Onestudents access Literacy support throughMiniLit (Meeting Initial Needs inLiteracy ) and students in Year 2–6 accessMultilit (Making Up For Lost Time in Literacy) .Purchasing resources for bothprograms, extensive professional learning and the daily implementation of the programby School Learning and Support Officers isfunded through this area. • A number of specific programs have beenimplemented to raise the Aboriginal identityin the school, raise the profile of Aboriginalculture and build strong community links andpartnerships between the Aboriginalcommunity and the school.Reference: Strategic Direction 1 and 3

Low level adjustment for disability SLSO Wages

($16 390)

• Every class has an SLSO or LaST in theirclassroom for daily Literacy and Numeracysessions to support the class teacher deliverexplicit and targeted point of need teachingand differentiated learning which caters forevery students learning abilities. This modelsupports the inclusion of all students withdisabilities and adjustment needs intomainstream classrooms. • All teachers utilise PLAN data to identifystudent needs and those with substantialneeds have Individual Education Plans andadjustments to the curriculum. Student growthacross all classes has grown significantly withthis explicit model. Reference: Strategic Direction 1

Quality Teaching, SuccessfulStudents (QTSS)

Teacher Wages

Staff release for mentoring,peer coaching andcollaborative practice.

( 0.26 staffing allocation)

• Targeted collaborative practice and peermentoring programs have been undertakenby identified teachers, including PeerCoaching Training and The High ImpactLeadership Project, to allow expertteachers to mentor colleagues in theimplementation of quality teaching andlearning programs. Reference: Strategic Direction 2

Socio–economic background Teacher Wages:

Employing an additionalteacher

Increase Leaning andSupport allocation from 0.7to 1.0 allowing LaST toimplement targetedprograms, up skill staff andsupervise SLSO staff and

• Boosting the LaST allocation to full time hasensured all staff are being supported todeliver explicit differentiated instruction toidentified students. The school Learning andSupport Team meets fortnightly and drivesdifferentiated learning across the school anddesigns and implements support whereneeded. • Employing an additional class teacher hasallowed staff to implement the individualisedlearning plans and targeted intervention


Socio–economic background associated programs.

($121 322)

strategies set by the learning and supportteam for all students. Smaller class sizes hasallowed for more individualised teachingacross the school. Identified students arecontinuing to demonstrate growth against thecontinuums .Reference: Strategic Direction 1

Support for beginning teachers Beginning Teacher Course

Teacher wages

Mentoring, targetedcollaborative practice andextra release

($34 325)

• Beginning and New Scheme Teachers have been provided with a range ofopportunities and activities to support thedevelopment of their skills. These activitiesinclude coaching and mentoring sessions withtheir supervisor, and the establishment ofpeer mentoring and collaborativepractice lesson observations, specificallytargeting professional learning on classroommanagement and differentiation • Support was provided to teachers in the gathering and annotating appropriateevidence to contribute to their accreditation,and for those who have achieved this, beginthe Maintenance period.Reference: Strategic Direction 2


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 92 95 93 90

Girls 79 78 66 54

It is a requirement that the reporting of information forall students be consistent with privacy and personalinformation policies.

Student attendance profile

School

Year 2014 2015 2016 2017

K 90.9 92.7 90.9 91.2

1 91.8 93.6 91.2 92

2 92.6 95 91 89.1

3 92.9 89.3 91.8 91.4

4 92.9 94.7 91.6 91.9

5 92.7 91.6 91.7 91.1

6 93.3 92.9 93.6 90.9

All Years 92.5 92.7 91.8 91.1

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

• The school has a team approach to addresscontinuing student absences and if necessaryutilises the support of the Home SchoolLiaison Officer.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 1

Head Teacher(s) 0

Classroom Teacher(s) 5.67

Teacher of Reading Recovery 0.21

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.02

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce. At present no staff members at GundagaiPublic School identifies as being of AboriginalHeritage.

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


Professional learning and teacher accreditation

Staff at Gundagai Public School participate inProfessional Learning activities and maintain aProfessional Learning Plan aligned to the StrategicDirections within our school plan. Professional Learningis recognised as providing vital training for improvingskills, competencies and knowledge for all staff and inturn improving learning outcomes for students. In 2017activities were undertaken at Staff Development Days,Staff Meetings, Professional Learning Team meetingsand selected professional development courses whichwere financed through the Professional Learning tiedfunds and from the school’s global budget.

In 2017 staff participated in Professional Learning onusing data to inform practice, with SMART, PLAN andBest Start data analysis. Literacy training focused onWriting in the Middle Years, MultiLit, MiniLit andLanguage, Learning and Literacy (L3). Numeracytraining focused on Targeted Early Numeracy (TEN)and Building Blocks in Numeracy. ProfessionalLearning around the implementation of the new Historyand Geography curriculum was a focus of whole staffand new scope and sequences, aligned to Englishconceptual units was drafted.

In school lead trainers delivered the 6 modules ofPhase One How2Learn to all staff and supported theimplementation of this across the school. PositiveBehaviour for Learning continued to underpin wellbeingand our Internal coach undertook training to introduceclassroom systems across the school. Supporting staffwho identified a need to engage in leadershipdevelopment was a focus this year with 3 staffundertaking the High Impact Leadership Program. Thisallowed aspiring school leaders develop leadershipskills and have the opportunity to plan for andimplement evidence based strategies in the school toimprove student achievement in reading,comprehension and numeracy.

One new scheme teacher gained Board of StudiesTeaching and Education Standards (BoSTES)accreditation, two new scheme teachers entered theirfirst period of maintenance at proficiency and two newscheme teachers entered their second maintenancecycle.

Executive Development for School Leaders and Financial Management, ensured staff kept abreast withcurrent practices. Staff also undertook mandatorytraining in CPR, Child Protection, Code of Conduct,Workplace Health and Safety and Anaphylaxis e–learning.

Our commitment to professional learning has ensuredthat professional dialogue has been productive and wellreceived and a sustainable model for improvement andgrowth exists.

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 141,770

Global funds 82,056

Tied funds 141,170

School & community sources 21,143

Interest 1,301

Trust receipts 8

Canteen 0

Total Receipts 245,678

Payments

Teaching & learning

Key Learning Areas 16,558

Excursions 273

Extracurricular dissections 17,224

Library 526

Training & Development 2,110

Tied Funds Payments 72,419

Short Term Relief 3,890

Administration & Office 8,766

Canteen Payments 0

Utilities 9,795

Maintenance 14,483

Trust Payments 8

Capital Programs 0

Total Payments 146,053

Balance carried forward 241,395

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 487,897

Appropriation 445,763

Sale of Goods and Services 1,040

Grants and Contributions 40,528

Gain and Loss 0

Other Revenue 0

Investment Income 566

Expenses -260,355

Recurrent Expenses -260,355

Employee Related -144,487

Operating Expenses -115,867

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

227,542

Balance Carried Forward 227,542

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.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 1,204,545

Base Per Capita 24,299

Base Location 13,028

Other Base 1,167,218

Equity Total 239,955

Equity Aboriginal 31,141

Equity Socio economic 121,322

Equity Language 0

Equity Disability 87,492

Targeted Total 27,710

Other Total 33,173

Grand Total 1,505,383

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.

Band 1 2 3 4 5 6

Percentage of students 12.0 4.0 12.0 36.0 20.0 16.0

School avg 2015-2017 11.2 6.1 19.8 25.9 22.0 14.9

Band 1 2 3 4 5 6


School avg 2015-2017 0.0 6.2 19.9 21.9 41.3 10.7


Band 3 4 5 6 7 8


School avg 2015-2017 6.9 26.0 20.1 30.1 13.3 3.7

Band 3 4 5 6 7 8


School avg 2015-2017 9.4 15.8 40.3 23.8 9.6 1.2

Band 1 2 3 4 5 6


School avg 2015-2017 5.8 8.7 25.9 24.6 15.5 19.6


Band 3 4 5 6 7 8


School avg 2015-2017 5.1 22.8 28.8 25.5 10.8 7.0

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

Parent/caregiver, student, teachersatisfaction

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

In 2017 the school sought the opinions of parents,students and teachers in a variety of ways. Theseincluded: Tell Them From Me Survey, Online surveys, aquestionnaire and meeting feedback from staff, parentsand students.

70% of families completed and returned the surveyconducted with every response indicating they valueeducation and believed the school offered ampleacademic, sporting and cultural opportunities forstudents. Overall responses indicated that parentscontinue to be happy with the school. They have beeninformed about the progress of, and are in agreementwith the School Plan. Parents articulated that they feelwelcome when visiting the school and feel they areconfident in approaching their children's class teacher.They value the methods of communication including thenewsletter, Facebook and Schoolbag App. They haveacknowledged that communication between parentsand class teachers has improved and value andappreciate the two parent teacher information eveningsand the contact made when students are receivingsupport.

The students indicated that they are well supported withtheir learning and understand the significance ofconstructive and timely feedback. They feel confident intheir understanding of Positive Behaviour for Learningand can articulate and explain the schools 3 values.How2Learn pedagogy resonates strongly with thestudents and they express that it has made them valuethe learning process more. They appreciate the extracurricula activities on offer and identified wide sportingopportunities and the initial implementation of theIndigenous Cultural Area the most positive of these.Greater opportunities with technology were identified asan area they wish to engage more with.

Teachers are very proud of the school and the job theyare undertaking as leading learners and are committedto setting high standards of achievement for allstudents at the school. Staff indicated that they werepleased to be heavily involved in professional learningopportunities this year and value the impact it has hadacross the school in delivering quality teaching andlearning opportunities. They felt that involving all staffin many of the professional learning opportunities

improved professional dialogue and collaborativepractice. How2Learn, TEN, Building Blocks inNumeracy and Writing in the Middle Years were highlyvalued with staff expressing greater confidence indelivering these programs in their classrooms. The useof the Instructional Leader and Peer Coaching modelhas greatly improved the professional networking andcollegiality amongst all staff. Staff have indicated theirdesire to be given further opportunities tocollaboratively work in professional learning teamswithin the school.

Policy requirements

Aboriginal education

Gundagai Public School supports Aboriginal educationand promotes a culture of inclusiveness throughAboriginal perspectives across all Key Learning Areas,with a particular focus on the newly written History andConceptual English Units, ensuring all students areprovided with a range of aboriginal experiences andperspectives. Protocols have been enhanced within theschool to recognise the importance of culturalspecificity. Acknowledgement of Country is said on allformal occasions and at school assemblies. Indigenous students have been publicly recognised fortheir success at the Proud and Deadly Awards.NAIDOC Day is celebrated. All aboriginal students havePersonalised Learning Pathways linked to the Literacyand Numeracy continuums which are communicated toparents. Further connections with the AECG and LocalIndigenous community were greatly increasedthroughout 2017 and we value the connections wehave with our Aboriginal families and the widercommunity and continually strive to strengthen this link.

Multicultural and anti-racism education

Gundagai Public School values the diverse multiculturalnature of Australian society and celebrates the diversityof nationalities represented at our school. MulticulturalPerspectives are integrated across Key LearningAreas, with a particular focus on the newly writtenHistory and Conceptual English Units ensuring allstudents are provided with a range of culturalopportunities. Students celebrate Harmony Dayfocusing on the cohesive and inclusive nature of ournation. Students enhanced their understanding ofmulticulturalism by delivering speeches on topics fromthe Multicultural Perspectives Public Speakingcompetition. The anti–racism contact officer isavailable to build understanding of cultural diversity orrestorative practices if needed.


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