New 2017 Wallerawang Public School Annual Report · 2018. 4. 19. · Introduction The Annual Report...

Wallerawang Public SchoolAnnual Report

2017

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Printed on: 16 April, 2018 of 16 Wallerawang Public School 3354 (2017)

Introduction

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

Janine Macky

Principal

School contact details

Wallerawang Public SchoolBarton AveWallerawang, 2845www.wallerawan-p.schools.nsw.edu.auwallerawan-p.School@det.nsw.edu.au6355 1210

Message from the Principal

It is with great pleasure I present Wallerawang Public School 2017 Annual School Report. This report is gives an overallview of the school and provides information to our wider community, information about the school's educationalperformance, development of the extra–curricular activities that extend beyond the classroom. The achievements showprogress against the school strategic plan that is collaboratively developed with the school and the community.

The school supports the community and the community supports the school. The support and dedication of parents andthe broader community is felt each day. It is evident that everyone works together to create a culture of learning. Strongties exist between school and home, which a allows everyone to work together for our students. Aboriginal students andthe Aboriginal community are well supported through the school. The P&C continues to show great support and aid inproviding the best education possible for all students.

I consider myself very fortunate to be in this beautiful and outstanding school. I look forward to seeing and experiencingall that Wallerawang Public School has to offer as a school community.

Mrs Janine Macky


School background

School vision statement

Our vision is to provide a happy, consistent, caring and educationally stimulating environment where children willrecognise and achieve their fullest potential, so that they can make their best contribution to society in future years.

Wallerawang Primary School is a place where:

We learn, achieve and work together; • everybody is welcomed • high standards of learning are set and the achievements of each child celebrated • children are expected to participate in their learning through working cooperatively with teachers and support staff • parents participate in the learning of their children • teachers communicate with parents with integrity • we respect and care for everyone and everything around us • everyone is different and has importance • Aboriginal education is a prat of every classroom

Wallerawang Public School will challenge children of all abilities to achieve excellence in a wide range of academic,cultural and sporting activities.

It will equip students for the increasing challenges, demands and opportunities of the twenty–first century by offering adifferentiated, effective and rigorous curriculum as an entitlement to all.

The school is committed to continuous improvement in teaching and learning and had identified several strategic priorityareas of focus for the 2015–2017 school plan.

A professional and highly motivated staff, in partnership with parents, will encourage each child to achieve their fullpotential.

In a disciplined and caring environment, based on mutual respect, each child will be valued as an individual in his/herown right and his/her development encouraged.

School context

Wallerawang School with a current enrolment of 304 students has a highly regarded educational reputation in the localarea and services a complex community. It is recognised for being a welcoming and friendly school community.

Wallerawang Public School is a 'Bump it Up School' (BIU)with expectations of improving student outcomes in literacy andnumeracy, targeting students in years 3 and 5.

We are an Early Action for Success Supplementary school and we work collaboratively as a whole school to drive qualityliteracy and numeracy programs.

The school has a 17% Aboriginal population and we are actively engaged with the Lithgow AECG. We have also formedpartnerships with local schools, Western Gateway Educational Group (WGEC).

The wider community works in partnership with the school to ensure students and the community are well supported with a range of well being strategies that provide a holistic approach to student's education. Students are provided witha variety of cross curricula opportunities. These include; sport, creative arts' program and public speaking. WallerawangIndoor Association (WISA) is a community sporting venue adjacent to the school. The venue is used every lunch time, 4days a week for students to play various sports and a school representative is on the board.

The school has established the following areas of priority: teacher accreditation , teacher quality, improved studentoutcomes in literacy, numeracy, student engagement and well being, community engagement, professional learningand teaching our social curriculum, Positive Behaviour for Learning (PBL).

The school boasts a well resourced facility featuring twelve classrooms featuring flexible learning spaces, a large modernlibrary, fixed court and play equipment and grassed playing areas.

Community involvement has been vital in contributing to the success of the school. Wallerawang has strong ties with thelocal community and is proudly supported by an extensive range of local businesses and associations.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

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

Teachers explored the 14 elements of the School Excellence Framework and discussed the descriptions for eachdomain. Then they mapped their current practices against the Framework to further inform priorities for our 2015–2017School Plan.

In the domain of Learning, our school is Delivering. Expectations of behaviour are being taught through our school'ssocial curriculum; students are explicitly taught skills in moving around the school and ways of positively relating to eachother. Students, staff and the broader school community understand the behaviours, attitudes and expectations thatenhance wellbeing which ultimately leads to improved student outcomes. Attendance rates are systematically monitoredand the school works closely with parents/caregivers, Home School Liaison Officer and the Learning Support Team toassist in students attending regularly at school . Successful transition programs are in place to support all students inattending other schools. The school provides a range of extra–curricular offerings for student development and this ishighly valued by the community.

In the domain of Teaching, our school is Delivering. Our major focus was changing classroom practice with the use offlexible learning spaces and teaching students the skills to be independent, self–regulated learners. The schoolleadership team demonstrates instructional leadership (IL), promoting and modelling effective, evidence–based practice.Teachers regularly conference with each student ensuring everyone has a clear understanding of how to improve theirlearning. Teachers incorporate data analysis in their planning of teaching programs. Assessment tools are used toregularly help to monitor student learning progress and to identify areas of focus. The school leadership team engagesthe school community in reflecting on student performance data. Instructional Leaders collaborate within and across stages to ensure consistency of curriculum delivery, including strategies for differentiation and consistency of teacherjudgement. The school has embedded explicit systems for collaboration, classroom observation, the modelling ofeffective practice and feedback to drive and sustain ongoing, whole school improvement in teaching practice and studentoutcomes.

In the domain of Leadership, our school is Delivering. Leadership development is central to school capacity building. Theschool has productive relationships with external agencies such as universities, businesses, industries and communityorganisations to improve educational opportunities for students. The school uses evidence –based strategies andinnovative thinking in designing a school plan that delivers on–going improvements in student outcomes. The schoolsuccessfully fosters collaboration with key stakeholders in the development of the school vision, strategic directions andannual plans. Established processes build the capacity of the school community to use data and evidence for strategicschool improvement. Management and administrative practices and processes are responsive to school communityfeedback.

Parents and community members have the opportunity to engaging in a wide range of school–related activities.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Teaching and Learning

Purpose

Provide opportunities and experiences for future success in life.

Overall summary of progress

Collaborative, reflective practice is the most powerful tool as research suggests, in ensuring quality practice in theclassroom and across the school in supporting ongoing professional development of teachers in improvingstudent outcomes. In 2017, we engaged with an instructional leader to capacity build the three Assistant Principals K–6.The Assistant Principals are now able to follow a model that reflects our school's vision, values and future focus inpreparing our students for their future. Students are actively engaged in their learning, seeking support when needed.Staff provide appropriate learning activities that reflect differentiation to meet individual student needs. School Leaderssupport teachers in the development of all teaching and learning programs to meet student needs and expectations.Teacher professional learning goals relate clearly to our areas of focus and strategic directions.

We collaborate with Lithgow High School and Portland Central School on a number of projects including Stage 3 Scienceand Technology curriculum activities and the high school transition program.

We have a very effective Learning and Support team who work in collaboration with parents/caregivers and externalagencies to provide the best possible outcomes for all students. Additional support and/or resources are allocated toensure every student has equal access tot he curriculum.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

80% of students are achievinggrade appropriate growth asreflected in tracking on theliteracy and numeracy continuum

Employment x3 additionalteachers to supportInstructional Leaders

QTSS $50 000

Low Level adj $ 8744.50

Socio econ $100000

Words Their Way– $700

Quality texts $9000

Student data K–6 was systematically collected andanalysed

Students achieving expectedgrowth in NAPLAN has increased

Year 3 growth from 2016

Reading: 6%

Numeracy:3%

Year 5 growth from 2016

Reading: 2% • Numeracy did not show growth

Data informed, differentiated andpersonalised learningexperiences are highly visible inall staff and teaching and learningprograms

Teacher release tocomplete assessments$1000.

Monitoring Bump It UpStudents $1850

Teacher release $900 in

To enhance teacher's understanding of readers andwriters workshops. Build the capacity of AssistantPrincipals and teaching staff to lead visible learning






Data informed, differentiated andpersonalised learningexperiences are highly visible inall staff and teaching and learningprograms

monitoring

To enhance teacher's understanding of readers andwriters workshops. Build the capacity of AssistantPrincipals and teaching staff to lead visible learning

2016–2019 8% increase instudents achieving in the top 2bands: aligning with the PremiersPriorities.

The percentage of year 3 students in the top 2NAPLAN results in Reading grew from 18% to25%. The percentage of year 3 students in the top 2NAPLAN results in Numeracy grew from 11% to14%The percentage of year 5 students in the top 2NAPLAN results in Reading grew from 10% to12%The percentage of year 5 students in the top2NAPLAN results in Numeracy went from 5% to10%

2016–2019 30% increase inAboriginal students achieving inthe top 2 bands: aligning with thePremiers Priorities.

Year 3: 33% in Reading

Year 3: Numeracy 0%

Year 5: in Reading: 4.2%

Year 5: Numeracy: 0%

Next Steps

The 2018–2020 School Plan details that the next steps will be to: • focus on student learning outcomes in literacy and numeracy through the development and delivery of consistently

high–quality teaching practice where learning is visible to students • build a consistent whole school approach to assessment and data collection through the implementation of

school–based assessment in literacy and numeracy with a focus on growth data • build teacher capacity to utilise data to track and inform student progress • teachers will further develop their skills to use PLAN 2, NAPLAN and other external assessment tools to inform

teaching and learning programs and areas for professional growth. • Reading and Numeracy will remain focus areas continuing into 2018 under the Premier's Priorities Bump It Up

initiative.



Fostering Success and Wellbeing

Purpose

As a school community, we strive to provide a nurturing and supportive learning environment where everyone feelsvalued, respected and encouraged to achieve the best possible excellence.


Positive Behaviour for Learning (PBL) is a school–wide behaviour initiative that was in the initial stages in 2017. Itemploys a whole school systems approach to address problem behaviour and its effects on improving student outcomesand engage the school community as a whole. PBL encourages positive behaviour from students, which has beenshown to improve their self–concept and motivation to learn.





All staff engage in collaborativepractice with colleagues tosupport teaching.

SENTRAL AnnualSubscription of $2500.00

Data–informed quality teaching programsdeveloped collaboratively and are highly visible inall classrooms.Provide students with quality,constructive feedback on work and assessmenttasks to ensure continual improvements inlearning.Professional learning and teacherperformance and development plans weredeveloped in line with the school's vision andstrategic plans. Fortnightly PBL expectations are

Data informed, quality teachingprograms are developedcollaboratively and highly visiblein all classrooms.

Teacher release to attendPBL coaching $1600

Teacher release x 4 daysfor the team and 4 teachersattending

Cost $ 51 000 for the year

All student wellbeing and academic data is trackedand reviewed by all staff regularly andefficiently. The consistency of teacher judgment hasbeen enhanced across the school and schoolcollective efficacy has improved with leadershipfrom the Instructional Leaders.

Analysis of the NSW ExcellenceFramework reflects growth intargeted school improvementareas.

na As a Bump It Up school, Professional Learningopportunities centered around introducing PBL andfurther use of SENTRAL software in recording andmonitoring of student behaviour. 100% of staffengage in a collaborative professional developmentframework. Professional development has beenchild–centered and relevant. Purposeful leadershiproles have been supported.

An increased number of studentsfrom Year 3 to Year 5 exhibitpositive growth in the valueadded component of NAPLAN.

na Teaching and learning programs show evidence ofexplicit teaching of student wellbeing and acrosscurriculum perspectives and Aboriginal Education.Teachers continue to use data–informed, rich tasksto drive their teaching and learning programs.Thecollection at 5 weekly intervals of reading andwriting data based on the continuum is used toidentify students requiring intervention. ReadingNAPLAN results show a 7% increase in studentsbeing at proficient in year 3. A 2% increase in year5. NAPLAN writing shows a 4% increase and year5, 1% increase. NAPLAN numeracy in year 3 3%.

Next Steps


• Enhance student voice and confidence, self–awareness, goal setting and skill in regulating emotions. • Enhance learning structures and environments to facilitate future focussed learning and engagement. • Deepen community participation in the school to improve parent involvement in providing education for their

children at home. • PBL is to be reinforced and presented each year at Meet the Teacher. New teachers are to be trained and

introduced to the school system as soon as is practical. • Implement problem–solving to develop critical and creative thinking skills across all strands of mathematics. • Continue 5–year implementation of Positive Behaviour for Learning while participating in internal and external

reviews of systems and processes. • Develop a bank of PBL lessons for the classroom to support the explicit teaching of rules and procedures.



Community Partnerships

Purpose

Strengthen community partnerships through a shared understanding of community values.


Wallerawang Public School has maintained and developed a broad network of partnerships that add to the rich anddiverse learning opportunities offered to students. School events have continued to be well attended by parents andcommunity members.

The school Facebook page has continued to be a usual form of communication with parents and the wider community.

Partnerships with outside agencies have been strengthened and these support the school direction and vision. Theschool culture is one of positivity,where staff, students and community express a high level of satisfaction in thedirections of the school.





Survey data analysis indicateshigh level satisfaction in theschool.

na Parent, staff and student surveys reportedsatisfaction levels generally. They felt the schoolwas friendly, tolerant, accepting and connected tothe community. The survey for parents, staff andstudents was generated through the 'Tell ThemFrom Me (TTFM)' in 2017. TTFM student dataindicated improved engagement in the classroom.Student levels of engagement compared to NSWGovernment norms are slightly higher.

Increased parental attendance atParent Teacher Interviews,school assemblies, celebrations,P&C meetings and specialevents.

na Attendance at P&C meetings has increased. Schoolevents are very well supported and valued. Parentmeetings are well attended with volunteers toorganise events and fundraisers. Increased accessto local business and services. The schoolcommunity has avenues available to accessinformation about events and opportunities in theschool.

School–attendance ratesmaintained above the stateaverage of 92% (reflective of aninclusive and positive schoollearning culture).

na Attendance improved slightly to remain just abovestate Department of Education expectations. In2017, the attendance rate was 94%. In 2016, it was93.7%. The school continues to develop effectivepractices to support students attending school. Arevised Attendance Policy provided additionalinformation, structure, and a flowchart to assistteachers in following up absences with aschool–wide system in place.

Increase in volunteers resulting inmore programs being offeredwhich helps improve studentoutcomes.

$250 for morning teas Increased use of the school website and electroniccommunication will be used to further inform thecommunity. An area of focus for the 2018–2020school plan will be to further engage the communityin classrooms and offer additional curriculumactivities.

Well attended P&C meetings soso the community can contributeto providing services for all

na The monthly day P&C meetings were unsuccessfuland will not be continued. School events receivestrong support. P&C attendance continues






students.; to increase.

Next Steps

• Develop a connectedness with families, the broader community, AECG and the school through the implementationof quality programs including the possible construction of a yarning circle and culturally appropriate learningprograms.

• information will be used decide on the future directions of how the school uses the funding to best supportcommunity engagement.

• The continued promotion of the school website/Enews as a stable port of reference for policies, notes home andfuture dates forschool based events.

• The success and popularity of the school Facebook page means it will continue as one source of schoolcommunication and information. Events, reminders and student learning will all be part of the Facebook feed.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding from AboriginalRAM.

$42 098

• Low level adjustment fordisability ($0.00)

Support from the AECG is progressing.TheAboriginal girl's dance group has beenestablished and it is hoped this will continuenext year for Kindergarten students. PLP'shave been adjusted accordingly. The newPLP format will next used next year. The 8Ways of Learning model has beenimplemented throughout the school and PLwill occur on Staff Development Day 2018,term 2.

Low level adjustment for disability Low level adjustmentfordisability ($146 710.00)

• Low level adjustment fordisability ($146 710.00)

LST review identified students / cohortsreceiving support and present proposedchanges to school staff.Review SLSO hours against financial reportsand adjust.

Quality Teaching, SuccessfulStudents (QTSS)

QualityTeaching,SuccessfulStudents(QTSS) ($22753.00)

Socio–EconomicBackground

($9 000.00)

• Quality Teaching,Successful Students(QTSS) ($22 753.00) • Socio–economic

The 3 Assistant Principal's contine to developtheir Instructional Leadership skill s in theareas of Literacy and Numeracy.All teachersK–6, are now following a whole schoolapproach to taching and learning.The APs'continue to develop their capacity to mentorand lead Professional Learning.

A resource library continues to be built.

Socio–economic background Money from 2016($13550.00)

• Money from 2016 ($13550.00)

Student achievement results indicateimprovements for all students, including thosewith additional needs.100% of students tracked through theLearning and Support Team.Student progress is being tracked on datawalls and discussed at stage planning daysand meetings.

Support for beginning teachers Beginning teachers ($29957.00)

• Support for beginningteachers ($29 957.00)

The money was used to release Beginningteachers to work with an AP, teachers weregiven additional release from face to face,time to gather evidence annotate theirdocumentation and prepare to finalise theprocess.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 154 152 155 169

Girls 135 139 136 130

As families move in and out of the area, the schoolenrolment numbers are maintaining each year. Ourschool is recognised locally for providing a diverserange of learning opportunities, supported by aprofessional and dedicated staff.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95 92.6 93.4 95

1 95.7 93.2 93.8 93.3

2 94.9 94.8 93.4 95.1

3 95.5 94.3 94.4 93.5

4 95 93.8 94.1 94.9

5 95.5 94.2 92.8 94.8

6 94 93.8 94.4 91.9

All Years 95.1 93.8 93.7 94

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

Wallerawang Public School is proactive in managingstudents of non–attendance. Together with the HomeSchool Liaison Officer (HSLO) students are identifiedwhose attendance is of concern. These students aremonitored closely through:

• HSLO and LST review attendance every 2 weeks.

• Consistent communication with parents by notificationletter, telephone or interview.

• Stringent adherence to HSLO procedures.

• Meetings between the HSLO Principal and Parents todiscuss areas of concern and ways the school cansupport improved attendance.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 10.23

Teacher of Reading Recovery 0.5

Learning & Support Teacher(s) 1.1

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

2.57

Other Positions 0

*Full Time Equivalent

We have one member of staff who identifies asAboriginal.

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

To support the school's strategic directions, allteachers, Learning support officers and administrationstaff participate in extensive professional learningopportunities, programs, and projects. The schoolcommitted a large amount of money towards


professional development in 2017. Three AP's were notattached to one class ( replaced by 3 teachers) andtrained in becoming Instructional Leaders. The schoolhad a huge focus on writing firstly. The school alsoemployed an Instructional Leader to develop the skillsand strategies in improving student outcomes. Beginning teachers were supported through additionalrelease time working with the Instructional Leader toattain accreditation; three were successful.

Mandatory training included Child Protection, CardioPulmonary Resuscitation and Anaphylaxis, Code ofConduct, Working with Children Clearance,e–emergency care and Performance and Developmenttraining.

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.

The Principal is responsible for the financialmanagement of the school to meet policy requirements.The School Administration Manager under theguidanceof the Principal, performs the day to day managementof the school's finance. School project teams wereestablished under the school's strategic directions todevelop strategies and implement these within theirbudgets. Funds carried forward will be used to payoutstanding accounts, including casual teacher reliefsalaries and staff salaries. Savings will be expended in2018 on school and capital programs.

Receipts $

Balance brought forward 237,731

Global funds 250,391

Tied funds 661,638

School & community sources 25,044

Interest 3,644

Trust receipts 11,756

Canteen 0

Total Receipts 952,473

Payments

Teaching & learning

Key Learning Areas 8,800

Excursions 6,030

Extracurricular dissections 24,490

Library 3,388

Training & Development 5,698

Tied Funds Payments 370,163

Short Term Relief 70,913

Administration & Office 42,594

Canteen Payments 0

Utilities 21,153

Maintenance 8,744

Trust Payments 12,117

Capital Programs 15,861

Total Payments 589,951

Balance carried forward 600,253

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 683,764

Appropriation 623,986

Sale of Goods and Services -367

Grants and Contributions 60,109

Gain and Loss 0

Other Revenue 0

Investment Income 36

Expenses -335,306

Recurrent Expenses -335,306

Employee Related -218,278

Operating Expenses -117,029

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

348,457

Balance Carried Forward 348,457

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 2,051,955

Base Per Capita 44,472

Base Location 7,200

Other Base 2,000,283

Equity Total 393,839

Equity Aboriginal 42,098

Equity Socio economic 205,031

Equity Language 0

Equity Disability 146,710

Targeted Total 299,420

Other Total 175,845

Grand Total 2,921,059

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

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In Literacy, in year 3 results show that: • 72.2 % were at or above theNational Minimum

Standard (NMS) in Reading • 72.2% were at /above NMS in Writing • 66.6% were at /above NMS in spelling • 61.6% were at /above NMS in Numeracy

Year 5 growth figures shows: • 74.5% were at or above the National Minimum

Standard (NMS) in Reading • 70.5% were at /above NMS in Writing • 70.5% were at /above NMS in spelling • 59.1% were at /above NMS in Numeracy

As required, reporting on the Premier's Priorities inimproving educational results on student performancefor the top 2 NAPLAN results in Reading and Numeracy

The percentage of year 3 students in the top 2NAPLAN results in Reading grew from 18% to 25%

The percentage of year 3 students in the top 2


NAPLAN results in Numeracy grew from 11% to 14%

The percentage of year 5 students in the top 2NAPLAN results in Reading grew from 10% to 12%

The percentage of year 5 students in the top 2NAPLAN results in Numeracy went from 5% to 10%

The My School website provides detailedinformationand data for national literacy and numeracytesting. Goto http://www.myschool.edu.au to accessthe schooldata.

Parent/caregiver, student, teachersatisfaction

Each year, schools are required to seek the opinions ofparents, students and teachers about theschool.Student feedback was given by the Tell ThemFrom

This survey was carried out in two parts; one at thebeginning of the year and the second was held towardsthe end of the year. Student feedback indicated therewas an improvement in student engagement, studentswould like to be engaged in additional extracurricularactivities, they saw homework as not being valued bythem and students felt they had an advocate in theschool. In the later years of primary school, fewerstudents became less motivated and more interested intheir work.

Students from Years 4, 5 and 6 completed theonline‘Tell Them From Me’ survey in Term 4

Key findings from the survey include:

•78% of students have a positive sense of belonging.

• 94%of students value schooling outcomes.

•71% of students are interested and motivated inengaging with the school and its curriculum.

Teachers in Term 3 were asked to provide feedback inregards to Teaching and Learning. The key findings ofthe survey include:

• 80% of teachers agree that school leaders havehelped establish challenging and visible learning goalsfor students

• 92% of teachers indicated that they work with othersin developing cross–curricular or common learningopportunities

• 89% of teachers indicated that they set highexpectations for student learning

• 84% of teachers indicated that they use assessmentsto understand where students are having difficulty

Parents and caregivers of students were invited toprovide feedback through the Tell Them From Mesurvey in Term 3. Key findings from the survey include:

• 71% of parents said they can easily talk to theirchild's teacher

• 83% of parents encouraged their child to do well atschool

• 75% of parents say their child is clear about the rulesof school behaviour

• 70% of parents indicated that they felt informed abouttheir child's progress in learning response to thesatisfaction survey and feedback.

Wallerawang Public School will establish and innovatein 2018 on current systems and practices related tohigh expectations for learning and behaviour andcommunication with the community.

• 73% of teachers agree that school leaders havehelped establish challenging and visible learning goalsfor students

• 88% of teachers indicated that they establish clearexpectations for classroom behaviour.

• 86% of teachers indicated that they set highexpectations for student learning.

• 80% of teachers indicated that they use assessmentsto understand where students are having difficulty.

Policy requirements

Aboriginal education

Wallerawang Public School acknowledges and paysrespect to the traditional custodians of the land. Elderspast and present, and all Aboriginal people in thecommunity are well respected and valued. Our schoolpays respect at assemblies and at special events andall students are encouraged to build positiverelationships with everyone including Aboriginal people,and we continue to work towards closing the gap.

2017, saw the first Aboriginal community meeting toengage with the community and to plan celebrations in2018. The local AECG was invited and attended.However, the meeting was not well attended and theplan was to start 2018 in term 1, with an AboriginalCommunity meeting.

Wallerawang Public school is committed to promotingthe educational achievements of Aboriginal andTorresStrait Islander students and to enhance theknowledge and understanding of all students aboutAboriginal Australia. Our school ensures Aboriginaleducation is embedded into all educational programsand practices.

All PLP's have been completed and signed byparents/caregivers, students, teachers and principal.AllAboriginal students are given the opportunity to


participate in local celebrations including NAIDOC. TheUWS also engaged our Aboriginal students in activitiesthat were held at the university. This proved to be verybeneficial to all students who attended.

Multicultural and anti-racism education

Throughout 2017 students have had manyopportunities to experience the diversity of differentcultures from around the world. These opportunitiesinclude; students focusing on different countries, theirculture and ways of life ( this was done as a part of theCWA). The school also strongly embed culturalperspectives in all human society and its environment.

Our school has continued its programs in multiculturaleducation. Our focus is to develop knowledge andunderstanding through teaching and learning programsthat acknowledge the diverse cultural backgroundswithin the school population.An anti–racism contactofficer has promoted intercultural understanding,community harmony and ensured inclusive classroomand school practices have occurred.

School staff adheres to the department's policy that nostudent, employee or parent/caregiver, will experienceracism within the learning or working environment ofthe department. If a situation should occur, we have atrained officer who is aware of the procedure.


New 2017 Wallerawang Public School Annual Report · 2018. 4. 19. · Introduction The Annual Report...

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