2018 Norfolk Island Central School Annual Report...Motto: Play the Game School context Norfolk...

Norfolk Island Central SchoolAnnual Report

2018

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Printed on: 30 May, 2019 of 20 Norfolk Island Central School 1327 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Norfolk Island 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.

Brett Carr – Principal

School contact details

Norfolk Island Central SchoolCascade & Collins Head RdsNorfolk Island, 2899www.norfolkisl-c.schools.nsw.edu.aunorfolkisl-c.school@det.nsw.edu.au0011 6723 23000


School background

School vision statement

Vision: Achieving excellence, building futures.

Mission: Norfolk Island Central School enables successful futures for our students, conscious of our unique culture andenvironment, by applying ourselves with commitment and integrity.

Values: • Respect • Responsibility • Honesty • Resilience

Motto: Play the Game

School context

Norfolk Island Central School is located on Norfolk Island, approximately 1400 km east of Byron Bay in the South PacificOcean. The Australian Government funds the NSW Department of Education to deliver high quality educational servicesfor students in Kindergarten through to Year 12 (280 students). Norfolk Island Central School operates within thepolicies, systems and structures of the Department of Education Public Schools, NSW. All members of the teaching staffare appointed through a NSW Department of Education merit selection process.

Our school motto is "Play the Game." As the only school on Norfolk Island we take great pride and responsibility indelivering quality educational and wellbeing outcomes for our students. The "Game" we play is underpinned by ourschool values to achieve personal best, placing strong emphasis on progressive education. Our school works in closepartnership with our community to provide a broad–ranging curriculum encompassing educational, sporting and culturalexperiences.

Our parents know the importance of education and provide a wonderful level of support for the school. The uniquenessof the Norfolk Island community, with its Polynesian and Bounty history, is reflected throughout the school. Traditionsare honoured and we promote the maintenance of Norfolk Island culture for future generations, including the teaching ofNorf'k Language and Culture K–7. Our school aims to be not just a member of, but also an exemplary example andparticipant in, our proud community.

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school'sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated our school has many examples of quality practice across the framework, however,as a school we need to focus on strengthening the alignment of quality practices K–12, to enhance improvement andcontinuity. Despite numerous quality practices identified as a result of the external validation process, our on–balanceassessment in the domains of Teaching, Learning and Leading could only be demonstrated, as supported by K–12evidence, at delivering for each domain.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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

Creative, Confident and Inspired Learners

Purpose

To develop creative and critical thinkers who are confident problem solvers, through supportive wellbeing structures, sostudents can connect, succeed and thrive as empowered learners.

Overall summary of progress

Connected Systems in Student Wellbeing: • Established our School Values of Respect, Responsibility, Honesty and Resilience. • Commenced embedding our School Values in systems to recognise student achievement and address undesired

behaviours. • Reviewed our discipline processes, with a focus on supporting behaviours that promote learning. • Shared knowledge between teachers of Norfolk Island heritage to strengthen cultural capacity to deliver enhanced

Norfolk Island Cultural Programs. • Reviewed school structures to support wellbeing, resulting in the appointment of a dedicated Head Teacher

Wellbeing and Engagement in 2019 as part of a school restructure.

Empowered Learning through Reflective Practices: • Leading education consultant, James Anderson, presented a workshop to staff on Agile Learning. • Extensive assessment review in Secondary. • Establishment of school–wide assessment calendars. • Implementation of new assessment procedures in Stage 6 as per NESA and ACE requirements. • Reviewed Tell Them From Me Data to reflect on practices across the school.

Personalised Learning: • Reviewed, updated and implemented attendance standards and procedures. • Implemented tutorial support program for students with formal N Warning notifications. • Implementation if a new school management system, Sentral, to better record and track student information and

data. • Ongoing involvement in a state–wide pilot for Year 7 Best Start. • Ongoing involvement in the state–wide Central Schools pilot program leading the implementation of Learning

Progressions.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Move from 'Delivering' to'Sustaining and Growing' in theSEF Learning Culture elementfrom the Learning Domain.

Sentral

Staff meeting time.

Key welfare systems underpinned by the agreedcore values.

• NICS averages exceed NSWGovernment Norms in TTFMSurvey data in the area ofStudent Engagement.

Sentral

Staff meeting time.

Key welfare systems underpinned by the agreedcore values. (evidence set? student code ofconduct, evidence set ? student recognition system,evidence set? visible in every classroom, evidenceset ? student reflection sheet for intervention,evidence set? website and newspapercommunication.

Interim reports not completed. All other areas beingaccessed as expected.

• Move from 'Delivering' to'Sustaining and Growing' in theSEF Assessment element from

Sentral

Staff meeting time.







the Learning Domain. Interim reports not completed. All other areas beingaccessed as expected.

• Raise the reported teacheraverage from 6.7 to 7.5 (orhigher) on the TTFM surveyrelated to the Four dimensions ofClassroom and School Practicesdomain.

Sentral

Staff meeting time.


• At least 35% of studentsachieve in the top two bands forNAPLAN reading, writing andnumeracy for Years 3, 5, 7 and 9.

Sentral

Staff meeting time.


• Over 70% of HSC Coursesachieve an average that exceedsthe school's four year HSCaverage for the same course.

Sentral

Staff meeting time.


Next Steps

Connected Systems in Student Wellbeing: • Implementing coordinated pastoral care programs.

Empowered Learning through Reflective Practices: • Investigating enhanced ways of providing and using student feedback.

Personalised Learning: • Implementing dedicated differentiated classes in Stages 4 and 5 in English, Mathematics and Science for

strengthened outcomes in literacy, numeracy and problem–solving skills.



Building Collegial Learning and Leading

Purpose

Staff implement and share evidence–based teaching practices to collaboratively strengthen capacity, leadership andprofessional standards as active learners.


Collaborative Capacity Building: • Established a school Professional Learning Team. • Reviewed teacher Performance and Development Plan processes. • Participated in the Digital Quality Teaching Rounds project for remote schools in partnership with the University of

Newcastle. • Applied to be a partner in the University of Newcastle, Quality Teaching Rounds Longitudinal Study, 2019–2020. • Used QTSS (Quality Teaching, Successful Students) funding to strategically timetable collaboration time in Stages

1, 2 and 3 to promote team teaching pedagogies.

Evidence–Based Progressive Teaching: • Established a school Data Team. • Extensive data review of NAPLAN and HSC to strategically identify key strengths and areas for growth. • All staff participated in professional learning in evaluative thinking underpinned by evidence as part of a

school–wide external validation process. • Consistent data platforms designed across Primary to better map and monitor student achievement and growth. • Ongoing involvement in the state–wide Central Schools pilot program leading the implementation of Learning

Progressions.

Building Professional Capital: • Extensive review and restructure of the school's executive team. • Review and development of updated role statements. • Implementation of structured Whole School, Primary / Secondary and Team Meetings to promote targeted,

ongoing professional learning. • Implementation of HSC Monitoring processes as per NSW DoE, NESA and ACE requirements. • Implementation of an on–Island transition visit, Term 4 2018, for newly appointed staff commencing their 3 year

contracts in 2019.





Achieved expected growthaverages in literacy andnumeracy shift from 63%(2015–2017 average) to over70% as a 2018–2020 average in

Funding as provided by theUniversity of Newcastle.Teacher release.

Our school systems are continually working towardsQuality Classroom Practice that supports allstudents to improve in all areas.

HSC results for Bands 1–3 andBands 4–6 shift from a 45:55 ratio(2015–2017 average) to a 35:65ratio as a 2018–2020 average.



The school's value–add trend ispositive.



Theschool demonstrates progress

Funding as provided by theUniversity of Newcastle.

Our school systems are continually working towardsQuality Classroom Practice that supports






towards excellence across the 8elements in the Teaching andLeading Domains in the SEF, asidentified through internal andexternal measures.

Teacher release. all students to improve in all areas.

Raise the reported teacheraverage from 4.3 to 7.1 (orhigher) on the TTFM surveyrelated to Leadership.



Raise the reported teacheraverage from 6.8 to 7.8 (orhigher) on the TTFM surveyrelated to Collaboration.



Next Steps

Collaborative Capacity Building: • Implementing a systems based approach to school–wide Performance and Development Plans.

Evidence–Based Progressive Teaching: • Development of a progressive student skills continuum K–12.

Building Professional Capital: • Implementing strategic professional learning focusing on syllabus deconstruction and the development and design

of contemporary, evidence–based curriculum and assessment design.



Connected Community, Local and Abroad

Purpose

Strengthen our collective responsibility to deliver high quality learning environments and opportunities that successfullyprepare students for their future, whilst valuing, respecting and preserving the history, heritage and culture of NorfolkIsland.


Enhanced Learning through Community Partnerships: • Development of our School Plan 2018–2020 in line with the Norfolk Island Community Strategic Plan 2016–2026. • Shared knowledge between teachers of Norfolk Island heritage to strengthen cultural capacity to deliver enhanced

Norfolk Island Cultural Programs. • Increased timetable provision for the continued implementation of Norf'k Language and Cultural Studies

Kindergarten to Year 7. • Establishment of Norfolk Island Culture Programs accessible to staff and students during lunch times. • Migration across to the Department's new school website platform.

Norfolk Island Advocacy: • Staff representation on the community committee for KAVAH (Kingston and Arthurs Vale Historic Area). • Executive representation at the newly established Norfolk Island Interagency Group. • Ongoing development of resources to embed Norfolk Island perspectives into curriculum, K–12. • Implementation of an on–Island transition visit, Term 4 2018, for newly appointed staff commencing their 3 year

contracts in 2019.

Enhanced Outcomes through Partnerships Abroad: • Established a partnership with recognised school of excellence, Parklea Public School. • Shared reciprocal visits between Norfolk Island Central School and Parklea Public School. • On–Island visit and student workshops delivered by Macquarie University. • Ongoing involvement in a state–wide pilot for Year 7 Best Start. • Ongoing involvement in the state–wide Central Schools pilot program leading the implementation of Learning

Progressions. • Participated in the Digital Quality Teaching Rounds project for remote schools in partnership with the University of

Newcastle. • Applied to be a partner in the University of Newcastle, Quality Teaching Rounds Longitudinal Study, 2019–2020.





Raise the reported parentaverage from 6.0 to 7.1 (orhigher) on the TTFM surveyrelated to the 7 key areasmeasured in the 'Partners inLearning Parent Survey Report'.

Time. Access toDepartment Training andDevelopment. Access toongoing Departmentsupport.Time fordevelopment of resources.Access to key communityfigures where needed


Use the Net Promoter Scoreprocess to move to 'Sustainingand Growing' in the CommunityEngagement and CommunitySatisfaction elements from theLeading Domain.








Increased % of studentsundertaking structuredpost–school education viauniversity and/or TAFE.



Increased numbers of studentscompleting a Cert II qualificationin VET.



Increased communityengagement with social mediaplatforms measured by theaccess and use of;

School Website, Facebook,Skoolbag and Parent Portal.



Use the Net Promoter Scoreprocess ensure staff inductionand Norfolk Island culturalcompetency training is valued.



Next Steps

Enhanced Learning through Community Partnerships: • Operationalised communication team.

Norfolk Island Advocacy: • Ongoing Norfolk Island cultural competency training for staff.

Enhanced Outcomes through Partnerships Abroad: • Enhanced recruitment of university pre–service teachers.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2,747.00 • Targeted professional learning in'Connecting to Country'. • Integration of Aboriginal perspectives intocurriculums, including Norf'k Studies.

Low level adjustment for disability $111,667.00 • Access to specialist support through theemployment of the Learning and SupportTeacher. • Implementation of targeted interventionprograms.

Quality Teaching, SuccessfulStudents (QTSS)

$25,716.00 • Collaboration periods built into timetablesPrimary Teacher timetables, K–6. • Shared responsibility for student outcomesacross a stage, rather than individual classes.

Socio–economic background $19,841.00 • Funds directed to the purchase of laptops. • Increased accessibility to technologypermitted access to online platforms used tosupport student learning (MathsOnline,Literacy Pro).


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018

Boys 147 138 146

Girls 143 131 140

Student enrolments for 2018 were 282 students in total,157 students K–6 and 125 students 7–12.

K–6 staffing allocations are determined by studentenrolments. K–6 enrolments less than 156 studentsresults in the appointment of 6 teachers, as perstandard staffing allocation. K–6 enrolments at orabove 156 students results in the appointment of 7teachers, as per standard staffing allocation K–6. As157 of our 2018 enrolments were K–6, we werefortunate to be able to operate with 7 classes in 2018.

7–12 staffing allocations are also determined bystudent enrolments. As we had a particularly largeYear 12 cohort in 2018 Secondary staffing, as perstandard staffing allocation, attracted enhanced staffingallocation required to deliver Stage 6 curriculum to thisrelatively large cohort.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 91.8

1 93.8 93.9 93.8 93.7

2 94 94.1 94 93.1

3 94.1 94.2 94.1 93.9

4 94 93.9 93.9 94.2

5 94 93.9 93.8 93.3

6 93.5 93.4 93.3 92.3

7 92.7 92.8 92.7 93.4

8 90.6 90.5 90.5 90.4

9 89.3 89.1 89.1 90.3

10 87.7 87.6 87.3 91.7

11 88.2 88.2 88.2 94.2

12 89.9 90.1 90.1 92

All Years 92.6

State DoE

Year 2015 2016 2017 2018

K 96 93.2 93.2 93.8

1 96 93.1 91.7 93.4

2 96 94.6 94 93.5

3 96 92.9 93.3 93.6

4 96 94.2 92 93.4

5 96 91.6 92.8 93.2

6 96 89.6 92 92.5

7 94 93.9 91.6 91.8

8 95 89.5 93.5 89.3

9 93 90.8 91.6 87.7

10 91 91.6 94.5 86.1

11 93 89.5 91.1 86.6

12 92 97.5 90.8 89

All Years 91.5

Management of non-attendance

Addressing Non–Attendance:

Daily attendance is monitored by Administration Staff.Administration Staff call parents / carers on the day ofan absence if the school has not been notified of theabsence before the beginning of the school day. Thisstrategy reduces the number of unexplained absencesand provides a quality assurance that parents /carers


are aware their child is not at school on a particularday.

Overall attendance is monitored by executive staff,including attendance percentages, truancy andlateness. In very rare cases, due to extenuatingcircumstances, will the school develop and implement aformal attendance plan for individual students.

Programs designed to improve student attendance:

The school has a longstanding history of attendancepercentages above state averages, despite studentshaving to take extended leave, of up to 5 days at a timeto attend to appointments or family commitments, dueto having to fly to and from the mainland to fulfil thesecommitments.

In 2019, the school is implementing a new schoolmanagement system, Sentral. This will allow the schoolto better track attendance and the implementation ofrecognition systems aligned to the school value ofResponsibility.

Structure of classes

Structure of Classes are informed by a range of factors,including class size guidelines. As a Central School,student numbers are relatively small compared to otherPrimary and Secondary Schools. As such, our school iscommitted to creating class structures, within theparameters of policy guidelines, that promote enhancedlearning environments for our unique context.

Research indicates that collective teacher efficacy isthe leading contributing factor for enhanced learning.Collective teacher efficacy is teachers working togetherto have appropriately high challenge expectations ofwhat a year's growth for a year's input looks like,underpinned by the evidence of impact. As such, ourschool strategically implements class structures topromote teacher collaboration at each stage oflearning. In the primary years, this is reflected in twoteachers being assigned leaders of learning for theirStage group, rather than running a model of isolationwith stand alone classes for Stages 2 and 3 as per thestructure below;

Class Structure 2018:

Early Stage 1 – Kindergarten

Stage 1 – Year 1 and Year 2

Stage 2 – Year 3/4 and Year 3/4

Stage 3 – Year 5/6 and Year 5/6

In 2019, class structures will continue with the stageshared leading learning model to promote teachercollaboration for collective teacher efficacy. This willinclude modified class structures for Stage 1, Stage 4and Stage 5. In 2018, class structures in Secondary runa traditional stand alone class model for Years 7–12. In2019, class structures will cater for differentiatedteaching in English, Mathematics and Science in

Stages 4 and 5. Additional classes will be added to thetimetable for 2019 to accommodate this structure andwill result in smaller class numbers and use of targetedresources to enhance literacy, numeracy and futurefocused learning skills.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 0

Employment 0 0 77

TAFE entry 0 0 9

University Entry 0 0 9

Other 0 0 5

Unknown 0 0 0

An additional 41% of students were offered Universityplacements for 2019. These students have deferredthe commencement of University until 2020, electing towork and build resources to support moving off Islandto pursue tertiary studies. These 41% of students arereflected in the 77% engaging in employment.

Year 12 vocational or trade training

Year 12 Graduates had the opportunity to engage inSVET studies in the Hospitality and Constructionframeworks. Students also accessed TVET externalstudies in

Year 12 attaining HSC or equivalent

All students graduated with a full HSC or equivalent in2018.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 2

Head Teacher(s) 3

Classroom Teacher(s) 13.65

Learning and Support Teacher(s) 0.8

Teacher Librarian 1

School Counsellor 0.4

Other Positions 0.4

*Full Time Equivalent

One member of our teaching staff is Aboriginal. Wealso employ several teachers and ancillary staff at theschool who are of Norfolk Island decent.

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

Professional learning and teacher accreditation

Professional Learning was a major investment in 2018.This supported the maintenance of accreditation for allteachers, with every teacher actively maintainingaccreditation requirements.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 was the first year that the school had completedan entire year aligned to SAP. Finances were allocatedin targeted areas in line with priorities outlined in theschool plan.

Financial summary equity funding

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

2018 Actual ($)

Base Total 3,180,917

Base Per Capita 52,016

Base Location 167,905

Other Base 2,960,996

Equity Total 134,265

Equity Aboriginal 2,747

Equity Socio economic 19,841

Equity Language 0

Equity Disability 111,677

Targeted Total 0

Other Total 140,293

Grand Total 3,455,475

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

At least 90% of students achieved at or above the


minimum standard in Reading and Numeracyschool–wide. At least 90% of students achieved at orabove the minimum standard in writing in Years 3 and5. Writing is a future area for focus, particularly inStages 4 and 5.

Student achievement in the top two bands indicatedstrong performance in Years 3 and 5 in reading andnumeracy. Student achievement for writing at in the toptwo bands was significantly lower than performances inother areas. Trend data for Secondary achievement inthe top two bands for reading and numeracy show a2018 result above the 5 year average. Trend data forPrimary achievement in the top two bands for readingand numeracy show a 2018 result well above the 5


At least 90% of students achieved at or above theminimum standard in Reading and Numeracyschool–wide. At least 90% of students achieved at orabove the minimum standard in writing in Years 3 and5. Writing is a future area for focus, particularly inStages 4 and 5.

Student achievement in the top two bands indicated

numeracy. Student achievement for writing at in the toptwo bands was significantly lower than performances inother areas. Trend data for Secondary achievement inthe top two bands for reading and numeracy show a2018 result above the 5 year average. Trend data forPrimary achievement in the top two bands for readingand numeracy show a 2018 result well above the 5year average.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Reports regarding student progress and achievement ismet through two formal written reports each year. Thisis also supported by parent teacher conferencing


regarding student learning, progress and next steps inlearning throughout the year as required.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). Only Courses with enrolments exceeding 10students or more are reflected in the following graphand table.

Subject School2018 State

SchoolAverage

2014-2018

English(Advanced)

79.0 77.5 80.1

MathematicsGeneral 2

67.9 65.1 64.3

In 2018 our students accessed at total of 22 HSCCourses. In summary;

– 73% of results were achieved in Band 4 or above (thetop three bands of performance).

– Students performed exceptionally well in practicalsubjects with state recognised student nominations.

– We had several results that exceeded state averages.

Parent/caregiver, student, teachersatisfaction

Tell Them From Me Survey Results:

Tell Them From Me surveys indicated a positive shiftfrom 2017 to 2018 results, with parents moving theschool from a 6.0 average to 6.4.

Teachers also showed a positive shift in theirassessment, moving the school average from 6.77 to7.16.

Student feedback was positive in most areas, however,these was interesting data around rigour and challengethat will be further explored in 2019. Studentconnectedness data will also form the focus forwellbeing initiatives in 2019.

P&C Involvement:

The school received great support from our P&C group,with ongoing donations, projects and communitypartnerships. P&C numbers in attendance at meetingsremained high, with high engagement throughout 2018.

Policy requirements

Aboriginal education

In Aboriginal Education we reviewed the way wesupported students through the Personalised LearningPathway process. As part of this review a newlyintroduced process was established to better meet theneeds of our Aboriginal students.

Norfolk Island Central School promoted and celebratedsignificant cultural events throughout the year. Thesekey Aboriginal calendar items are linked to thecelebration and value of Norfolk Island Culture.Students continue to develop a deep appreciation forAboriginal people and ways of being through theconnectedness of their culture and traditions.

Staff professional learning has included Connecting toCountry training. Stronger Smarter is a future mainlandtraining opportunity being planned for staff in 2019.

Multicultural and anti-racism education

Norfolk Island Central School has a diverse culturalcommunity, hence multicultural education is veryclosely aligned to our Norfolk Island Studies programwe run from K–7.

Anti–Racism education featured in pastoral careworkshops as part of the introduction andimplementation of our school values project. This alsoincluded a whole school assembly around thecelebration of Harmony Day, in addition to thecelebration of diversity students engaged in throughoutHarmony week.


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