2019 Tathra Public School Annual Report - Amazon S3 · As a result of this professional learning,...

Tathra Public School2019 Annual Report

3173

Printed on: 11 May, 2020 of 19 Tathra Public School 3173 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Tathra Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

School contact details

Tathra Public SchoolBega StTathra, 2550www.tathra-p.schools.nsw.edu.autathra-p.school@det.nsw.edu.au6494 1291

Message from the principal

2019 has provided many great opportunities and some challenges for our students, staff, and the local community.

This year we have continued to work towards our targets outlined in our school plan to ensure that we continue topromote quality teaching and learning for all our students at Tathra Public School.

Our student numbers have remained steady, and we were once again able to maintain 9 classes in the school.

Staff and the wider school community work together to provide an inclusive environment where students are nurturedand encouraged to achieve their personal best. Students at Tathra Public School are provided with educationalopportunities including band and music programs, art classes, Japanese language program, academic competitions,excursions, Environmental Education activities, local Aboriginal Language and Cultural Program, a sustainable gardenprogram and opportunities for Gifted and Talented students to participate in the Aurora Collage program.

The school has had ongoing support from our Parents and Citizens Association, parents, and the local community,including the Tathra Lions Club, Bega Rotary, and the Sapphire Coast Learning Community of public schools (SCLC).Parents, carers and volunteers continue to support the school through participation in school events, running clubs,fundraising and assisting teachers and students in the classrooms.

School funds have been used to fund additional support for students through Instructional Leadership andresearch–based professional learning, including Visible Learning and Quality Teaching Rounds. These areas will be afocus for our school in 2020. The Instructional Leadership model has ensured more consistent and regular datacollection and consistency of teacher judgment.

Students participated in a range of sporting events and Creative Arts activities, including the SCLC Music Camp, theSCLC Arts Festival, Bournda EEC Creative and Talented STEAM programs, and a whole school production of MaryPoppins. A partnership with Four Winds enabled us to have a vocalist work with our students throughout the secondsemester, and our stage 2 and Stage 3 students performed at the Four Winds Youth Festival this year.

Our staff and parents work together to ensure that Tathra Public School is a place of outstanding teaching, learning,friendship, and support. Our school's collegial staff, strong leadership, effective wellbeing programs, alongside abundantparent and community support is pivotal in ensuring our students are connecting, thriving, and succeeding.

Message from the school community

The end of another school year has arrived and it has been another great year at Tathra Public School.

As for the P&C, we have had a small but dedicated group of members this year. The year began slowly with fewvolunteers but by the end of March we had enough volunteers to put together a committee.


One of the things the P&C does every year is fundraise. We have fundraised at a number of community eventsthroughout the year including the Tanja Market Day, the Enduro bike ride, various election days and we also had a greatopportunity to help out on the Ride for Tathra bike ride, which also generated funds to the P&C. We have held BBQstalls, coffee and cake stalls, and our school mother's and father's day stalls.

Our canteen has been running throughout the year, each week providing a day of no lunch packing for parents. A hugethank you to Catherine Mortimer and her team of helpers who have volunteered so much of their time and put a hugeamount of effort into keeping the canteen running every week.

Last year the P&C was successful in receiving a volunteer grant of $5000 and this money has been spent on upgradingsome of the equipment in the canteen. We have purchased a new oven, a pie warmer, a new blender and other variousappliances. It has made a big difference to the canteen volunteers, and we hope to continue to find funds in the future toimprove the canteen further.

Deb Barker has also done a fabulous job of running the uniform shop this year and keeping us all looking great. She isalways looking to source better quality clothes for a better deal, so thank you to Deb and her team of helpers for all yourhard work in the uniform shop.

All the money raised by the P&C goes back to the school to help fund various projects and initiatives. This year the P&Cpurchased two new 3D printers for the school and we have enjoyed watching the staff and children engage fully in thiswonderful and exciting new technology. We are lucky to have wonderful and skilled teaching staff in the area of ScienceTechnology Engineering and Maths and we hope this area continues to grow in the coming years.

The P&C has also contributed to the costs of excursions and transportation, reducing costs to parents. We have alsosupported the school in buying new literacy and numeracy materials. We are excited to see the sensory garden beginwork over the holidays and look forward to seeing this take shape in the coming months.

We have been successful in again receiving the Mumbulla Foundation grant for the Year 6 Leadership camp in 2020.Lara accepted the check last week on behalf of the P&C and Cooper Finnegan represented the upcoming year 6 groupwho will benefit from this exciting camp happening early next year. This unique camp is a wonderful opportunity for theyear 6 students to launch into their roles as school leaders and we hope they enjoy the experience. We also look forwardto seeing their leadership skills develop throughout their last year at Tathra Public school.


School background

School vision statement

We are dynamic and engaging leaders, confident and creative learners, active and informed citizens.

School context

Established in 1912 Tathra Public School is located on the Far South Coast of NSW in the rural coastal town of Tathra.In 2018 Tathra PS has an enrolment of 230 students. The school is a proud member of the Sapphire Coast LearningCommunity (SCLC) and is one of 15 schools in this community. The school works in close collaboration with the schoolsin the Bega Community of Schools and Far South Coast Principals' Network. The school has a strong connection to thecommunity and is supported by a dedicated Parents and Citizens' Association (P&C).

The school receives equity funding through the Resource Allocation Model (RAM) as part of the Local Schools LocalDecisions educational reform. This funding includes a rural and remote component. An equity loading provides funds tosupport our Aboriginal and Torres Strait Islander students (3% of the total population). The school also receives LowSES Equity funding determined by its Family Occupation and Educational Index rating of 63. Targeted funding is alsoreceived for individual students requiring high, moderate or low adjustment for disability.

The Positive Behaviour for Learning (PBL) model overarches the wellbeing and discipline policies and practices of theschool. Key initiatives in Japanese and Aboriginal language and culture, creative and performing arts, Coding andgardening programs ensure students have access to a wide range of learning opportunities.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and 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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Excelling

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Learning C3

Purpose

To provide a school culture that supports all students to connect, succeed, thrive and learn through engagingcurriculum and learning experiences.

Improvement Measures

Culture: An increase in community engagement as reported by parents.

Cross–curricular: A planned, systematic and explicit approach is evident in teaching and learning programs andteacher practice.

Connectedness: All student portfolios clearly demonstrate participation in the goal setting cycle (identify goals,establish strategies, implement and reflect).

Overall summary of progress

We have had an evaluation of current data collection and analysis processes to ensure that a timely, sequential andinformative system is in place. A school–wide system is in the process of being developed to ensure that all teachersmaintain accurate records, documentation and assessment data so that they can analyse and interpret data and use thisto inform planning, identify interventions and modify their teaching practice. Teachers have begun to work collaborativelyto regularly analyse data and other evidence, to assess how well students are progressing in response to individualisedteaching.

Progress towards achieving improvement measures

Process 1: Culture that supports the collaboration between staff and the community to promote individual studentsuccess.

Evaluation Funds Expended(Resources)

Staff were presented with Professional Learning around Visible LearningPhilosophy. All staff attended workshops on: • Overview of Hattie's Research– Visible Learning Pracitices • Learning Intentions and Success Criteria • Assessment Capable Learners • Feedback • Learning PitAs a result of this professional learning, Visible Learning strategies areevident in all classrooms and teaching and lending programs.

Develop and complete student voicesurvey using Visible learning feedbackresearch (John Hattie)

Visible Learning conference $3000

purchase teacher resources VisibleLearning $300

Process 2: Cross–curricular – planning delivery and assessment to promote quality learning environments


Through collaboration and planned meeting times, there has been anincreased awareness of the effectiveness of formative assessmentstrategies, however this is an area of ongoing improvement with all staff anddoes require further professional learning. We have improved studentengagement and wellbeing of students as evidenced through PBL and TellThem From Me Survey Data.

3 days relief $1500

Staff attended training and a new PBLteam has been established.

QTSS Release Funding for leadershipteam to support classroom teachers.

Process 3: Connectedness to learning that is individualised, inclusive and innovative.




The school is on track in the delivery of Strategic Direction 1. As highlightedin External Validation our school excells in the area of Culture. We aim tobuild on these foundations and further develop our leadership and buildcapacity in the area of Visible Learning. Our wellbing data and programs willcontinue to be a focus next year with the implementation of PBL classroomson the PL schedule that will link with the Leader in Me and BeYOU mentalhealth initiatives.

Working in partnerships with parents to establish goals for student learningand communicate individual student achievement and progress will continueto be a focus.

$7000 PL

Funding for Visible LearningImplementation with Corwin for nextyear.

Next Steps

School leaders continue to work with teaching staff to analyse whole–school student progress and achievement data toidentify strategic priorities, and develop plans for continuous progress. At this point in time the data has identified a needfor a focus on Mathematics.



Teaching – E3

Purpose

To deliver expert, effective and evidence–based teaching distinguished by high levels of professionalism andcommitment to best practice.


Expert: An increase in the drivers of student learning as reported by teachers.

Effective: Improve effective analysis and use of data by individual teachers and teams.

Evidence –based: effective PLC's exist to address teacher professional learning and staff collaboration.


Quality professional practice has been highlighted throughout 2019 with the focus on instructional leadership in theclassroom, within the stage and as a whole school. The work of the instructional leader throughout 2018 highlightedareas for improvement, particularly related to spelling and as a result, a number of initiatives saw the IL working side byside with classroom teachers to improve practice.


Process 1: Expert teachers with contemporary content knowledge, deploy effective teaching strategies and providecoaching support to ensure ongoing development and improvement.


A group of 4 teachers ( 2 stage 2 teachers and 1 AP and a Stage 1 teacher)participated in a quality teaching round, led by the AP.

Students in year 3 and 4 participated in the quality teaching rounds with theuniversity of Newcastle.

All other students years 2–6 participated in PAT maths assessment, teachersanalysed student data and constructed lessons using the Quality TeachingFramework to address any gaps presented in the data. These lessons wereobserved by other teachers. Teachers were than provided with feedback inareas to allow for improvement in their teaching.

Staff PL during staff meetings time.

QTSS funding with IL support

PAT Maths Assessment $1000

Process 2: Effective and explicit teaching of literacy and numeracy to all students in all subject areas in wellmanaged learning environments.


The Leadership team has continued to work with teachers to have a clearunderstanding of effective formative and summative assessment strategies.Allowing teachers to regularly and consistently monitor individual studentsprogress and track students in targeted areas. Most teachers have a strongunderstanding how to reflect and review program effectiveness, andunderstand student growth and their ability to implement change.

Teacher release $3000

IL – support

Process 3: Evidence–based practice committed to identifying, understanding and monitoring the effectiveness ofteaching.


The executive staff have all received initial training in visible learning, IL –SupportPrinted on: 11 May, 2020 of 19 Tathra Public School 3173 (2019)


modelled effective visible learning strategies to staff and developed animplementation plan for 2020, making Visible Learning a priority K–6. A grantwas received and is planned to be utilised to implement professional learningfor all staff in 2020.

$3000 Professional learning budget

Next Steps

• Data Days to continue with each teacher having 2 full days a term for data analysis and forward planning. • Data Days to include analysis of assessment results using consistent teacher judgement and collaborative

planning. • Teachers interested in achieving accreditation at Highly Accomplished or Lead will be supported.



Leading – S3

Purpose

To develop strong, strategic and sustainable leadership committed to fostering a school–wide culture of highexpectations and shared sense of responsibility for engagement


Strong: Student performance data shows the positive impact of instructional leadership in the school.

Strategic: Increased number of Teachers sharing expertise and leading professional learning to evaluate and plan forhigh quality teaching.

Sustainable: Self evaluative practices are embedded and support SEF judgements.


Structures have been put into place to ensure continuous collaboration opportunities to plan, reflect, improve and deliverupon specific outcomes. Teachers are beginning to understand the importance of evidence that teaching and learningprograms are adjusted to address individual student needs ensuring that all students are challenged and adjustments ledto improved learning.


Process 1: Strong educational leadership, a culture of high expectations and community engagement supportssustained and measurable school improvement.


We have began the process of forming teams and we have draftedprocedures and protocols that we would like to see at each meeting including– being a part of a team, being present at team meetings and workingtowards achieving a common goal within that team. We have also draftedproposed meeting times and timetables.

Proportion of QTSS release funding incollaboration with Instructional Leader.

$5400 Professional Learning forteacher collaboration.

Process 2: Strategic school planning implementation, reporting and resourcing ensures continuous schoolimprovement and shared accountability


We have increased activity and partnerships and meetings where informationis shared and strategies to promote and improve learning were developed.

SCLC– Combined Staff developmentdays

Staff collaboration time

Process 3: Sustainable administrative systems structures and processes underpin school improvement andprofessional effectiveness


We have developed excellent administrative practices across K–6 to targetlearning needs in Literacy and provide explicit instruction for any gaps we arefinding in the data. We are also aligning LST and SLSO's to the students thatrequire support and provide differentiated instruction.

We are working towards building the same level of capacity in Numeracy.

Continued Professional Learning inexecutive meetings, staff meetingsand school Development Day.


Next Steps

Teachers will continue to collaborate in teams to continue to build teacher efficacy and to build upon andevidence–based teaching and learning, which will directly impact on student growth and achievement. We will have acontinued focus on student growth, consistent teacher judgement and classroom assessment.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2948 – Employment ofSLSO to supply extrasupport

PLP's were developed for all Aboriginalstudents identifying Literacy and Numeracygoals. Aboriginal students continue toprogress academically and socially throughSchool Learning Support Officer (SLSO)assistance and support.

Low level adjustment for disability $21,637 Flexible fundsutilised to employ SLSO.

LaST (0.6)

Learning Support team meets twice a term todiscuss the individual needs of students andmonitor their progress. The LaST, who isemployed 3 days per week assistedclassroom teachers in the provision of supportstructures for students with additional needs.Comprehensive support was also providedwith the provision of Learning SupportOfficers for students with learning needs.Development and review of IEP's foradditional needs were completed byclassroom teachers. The learning and supportteam continue to monitor students learningand make adjustments where required.

Quality Teaching, SuccessfulStudents (QTSS)

$40,776 QTSS Release

0.389 utilised to employ aninstructional leader

QTSS supported the employment of anInstructional Leader to collaborate acrossstages and teams to share expert curriculumknowledge, data and feedback and otherinformation about student progress andachievement; and to inform the developmentof evidence–based programs and lessons,which meet the needs of all students.

These funds also supported the opportunityfor teachers to observe classroom practiceand provide feedback as part of thePerformance and Development Framework.All staff members continue to make progresson individual plans aiming for continualimprovement.

Socio–economic background 21,030 funds used toemploy specialist teachersand tutors to deliver music,art and Japanese lessons.

These equity funds were used to supplementthe employment of Music, Art, Guitar andJapanese programs which provide a valuableopportunity for students.

Support for beginning teachers $3500 (carried over fromprevious year)

These funds provided additional time andsupport for beginning teachers to completeresponsibilities such as assessing studentlearning, programming and report writing.These funds also provided the opportunity toobserve best practice and attend extraprofessional learning.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 94 102 120 111

Girls 107 111 109 95

Student attendance profile

School

Year 2016 2017 2018 2019

K 94.2 94.7 93.9 90.7

1 93.8 93.6 92.1 93.5

2 92.9 93.9 93.1 90.8

3 95 95.5 92.2 91.3

4 92.5 95.2 94.2 92.7

5 94.3 94 94.3 92.6

6 90.9 95.1 90.7 92.5

All Years 93.5 94.5 92.9 92.2

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 2

Classroom Teacher(s) 8.16

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.6

School Administration and Support Staff 2.72

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 192,419

Revenue 2,394,071

Appropriation 2,237,975

Grants and contributions 153,888

Investment income 2,208

Expenses -2,311,034

Employee related -2,020,457

Operating expenses -290,577

Surplus / deficit for the year 83,036

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 118,186

Equity Total 107,994

Equity - Aboriginal 3,635

Equity - Socio-economic 21,030

Equity - Language 0

Equity - Disability 83,329

Base Total 1,759,582

Base - Per Capita 53,732

Base - Location 40,268

Base - Other 1,665,582

Other Total 127,273

Grand Total 2,113,035

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

During 2019, Tathra Public School utilised the Tell Them From Me survey provided by the Department. This survey wasprovided to students, teachers and the community.

Community responses indicated positive feedback in the following areas: • Students are exposed to a broad curriculum • Children are learning and developing at an appropriate rate • Supportive and friendly staff • Teachers are engaging and welcoming • All teachers know and staff value students learning and teachers establish positive relationships with students. • Teachers go above and beyond to ensure children have the best and varied learning opportunities.

Student responses indicated positive feedback in the following areas: • Access to new technology and STEM lessons. • Supportive teachers and staff • Engaging lessons and classrooms • Our school has core values Respect, Responsibility and Kindness.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2019 Tathra Public School Annual Report - Amazon S3 · As a result of this professional learning,...

Documents

Transcript of 2019 Tathra Public School Annual Report - Amazon S3 · As a result of this professional learning,...