2016 batlow technology school annual report · is committed to excellence in teaching and learning...

Batlow Technology SchoolAnnual Report

2016

1152

Printed on: 9 May, 2017 of 13 Batlow Technology School 1152 (2016)

Introduction

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

Greg Hodges

Principal

School contact details

Batlow Technology SchoolPioneer StBatlow, 2730www.batlow-c.schools.nsw.edu.aubatlow-c.School@det.nsw.edu.au6949 1208

Message from the Principal

Batlow Technology School is a proud public central school with strong links to the local community. The school has adeveloping culture of fairness,nurturing respectful relationships and developing personal responsibility.

Our school’s success is under–pinned by three key elements thatpromote quality teaching and learning programs for ourstudents.

Firstly, we have ahighly dedicated staff who work together to provide an inclusive environmentwhere all students arenurtured and encouraged to achieve their personal bestin all that they do. Secondly, our students are provided withextensiveresources and proven educational strategies provided across the school.Thirdly, Batlow Technology Schoolenjoys increasing support from our parentbody and local community.

I am proud to work in a school community that challenges students andpromotes high expectations to all. The teachingand support staff is committed,focused and professional. Our goal is to send our students out into thecommunity asresilient, independent and confident young people, ready for work and further study.


School background

School vision statement

At Batlow Technology School, we strive to prepare future citizens to be successful learners, confident and creativeindividuals and active and informed representatives of our school community. We aim to create a supportive andinclusive quality learning environment geared to the promotion of wellbeing, student achievement and strong communitylinks. Batlow Technology School embraces the How2Learn strategy which focuses on building students' capacity to learnand is a central platform to the school's ethos of enabling students to be successful lifelong learners.

School context

Batlow Technology School is a K–12 school with a population of 120 students servicing the surrounding rural communityin the foothills of the Snowy Mountains. The school is dedicated to "Preparing Future Citizens" for the 21st Century andis committed to excellence in teaching and learning and fostering strong community links. The school has excellentfacilities, including a multi– purpose hall, extensive implementation of 21st century technology via the school wideimplementation of Smart boards and plans for a state of the art Trade Training Centre to be built 2015/2016. Ourdedicated teachers are well placed to provide a broad range of extra–curricular activities, such as the 2015 overseaslanguage and cultural excursion to Japan, to broaden the experiences of our students.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

In the domain of Learning, our efforts have primarily focused on wellbeing, curriculum and achievement. Positive,respectful relationships are evident among students and staff, promoting student wellbeing and ensuring good conditionsfor student learning. The school has in place a comprehensive and inclusive framework to support the cognitive,emotional, social, physical and spiritual wellbeing of students, which measurably improves individual and collectivewellbeing. Extra–curricular learning opportunities are strongly aligned with the school's vision, values and priorities and inturn support student development. Batlow Technology School has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels. The school uses this data to informfuture learning activities, initiatives and programs.

In the Teaching domain, our main focus has been on effective classroom practice and professional learning. Allclassrooms at Batlow Technology School are well–managed so that students can engage productively with minimaldisruption. The school’s professional learning builds teacher skills in the analysis, interpretation and use of studentperformance data. Staff demonstrating subject expertise have been identified and lead curriculum development andprofessional learning sessions. All teachers are actively engaged in planning their own professional development toimprove their understanding and performance inside and outside of the classroom.

In the domain of Leading, our priorities have focused on community leadership. Batlow Technology School is recognisedas strong and responsive by its community of parents, families, local media and business organisations. We arecommitted to building sustainable leadership and supporting a culture where leadership is valued and is collaborativeThere is a shared school–wide responsibility through leadership teaching, learning and community evaluations to reviewlearning improvements. The school has streamlined and flexible processes around delivering services and information tostrengthen parental engagement.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Teaching & Learning

Purpose

To use quality 21st Century pedagogy to promote personalised learning opportunities, based on current data, supportingstudents to become creative and productive life–long learners who can see relevance of their learning to createpathways towards success.

Overall summary of progress

Primary staff have accessed professional development in L3 and L2 training. This has been complemented by the recentallocation of an Instructional Leader to support K–2 classes in Literacy and Numeracy.

All K–12 staff have been immersed in the Literacy Continuum and have a deep knowledge of how to accurately plotindividual students against the 'markers' within each cluster.

A rekindled focus on utilising various technologies across the school has been embraced by all staff and incorporatedinto teaching programs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

1. 100% of teachers utilise datato inform their programming anduse this to create personalisedlearning programs for studentswith identified learningdifferences.

A whole school approach to improving literacylevels has been evident. Staff continually explorethe Literacy Continuum support in differentiatingindividual learning. Extensive professionaldevelopment to equip teaching staff with skills andknowledge of the Literacy Continuum will continue.Staff have been developed in ALARM techniques toincorporate into teaching practices to enhanceliteracy strategies. Staff have been developed inacquiring data from their practice to further informtheir teaching.

Staff have developed teaching spaces andresources to compliment literacy strategies.

Overall spending on thisstrategy $170,000

Next Steps

Literacy strategies will be further targeted in the new school strategies and continue to evolve.

The accepted use of data to inform teaching practice will continue and continue to draw upon the Literacy Continuum.

A consolidation of professional skills in relation to acquired technologies is required to enhance the inclusion oftechnologies within teaching .



Wellbeing

Purpose

To foster a positive and inclusive school culture which nurtures and supports our students to be self–aware and feelself–worth, to aspire to achieve and to exhibit a sense of optimism about their lives.


The opportunity to access the data from the Tell Them From Me data is increasingly becoming part of the culture withdata being analysed to inform future strategies. Responses from both parents and students has been harvested from thissurvey and indicate a positive trend across the school.

Formal and informal student recognition has increased in its frequency and is reflected in the positive responses from theTTFM surveys.

Structured transition programs in Kindergarten and Year 6 have become embedded into annual events. Increasedenrolments have been observed from partner schools as a result of their participation and inclusion in transitionprograms.




1. Reduction in suspension by25%resulting from a dedicatedfocus on student wellbeing andDEC Core Values.

2. Increase whole schoolattendance rates by 10%.

3. Increased engagement ofstudents in learning

The explicit HOW2Learn initiative has concluded asteaching practices across the school reflect theintended purpose. Wellbeing strategies andprograms have continued to evolve. A review of the'Welfare and Discipline Policy' was undertaken andnow more accurately reflects the modifiedstructures within the school. These have beencommunicated to the school community.Recognition of student achievement remains a highpriority. Scheduled whole school assembliesprovide opportunities to recognise students.utilisation of social media platforms (facebook,Skoolbag), regular radio, sessions with SRCmembers have showcased our studentsachievements. A greater focus on studentrecognition has improved student engagement andattendance.

Overall spending $46,000

Next Steps

Continued availability of the TTFM survey to provide an insight into how students and parents are involved in the school.Valuable data is provided to provide future direction to strategies.



School Community Links

Purpose

To promote engagement, understanding and cohesion within the school and wider community to encourage positiverelationships, inclusivity and rewarding connections based on collaboration.


The school has experienced increased support from the P&C and school community groups which have all had apositive impact upon the ongoing educational delivery at Batlow Technology School.

Across the school there has been a increase of staff and student involvement within the local community and broaderregion. The school continually seeks opportunities to promote the wonderful educational opportunities provided to ourstudents.




1. All staff work collaborativelywith our learning community toshare achievements and goals tosupport learning in the home.

2. Established strong links withthe community to broadenstudents learning experiencesand work placement opportunities

Staff have continually sourced availableopportunities to utilise community resources. Localbusiness has increased its involvement with theschool. Outside professionals have been sourcedfrom government and non–government agencies.Individual student needs have been supported. Theschool community has increased its confidence inthe school. Support in celebrating studentachievements has grown. The P&C have remainactive and supportive of the school. Financialassistance was sourced in purchasing technologyand contemporary furniture. Our school participatedin all local events and has gained widening supportfrom the community.

Overall spending $12,000

Next Steps

Maintain development of this strategic direction. As a result of a focus in this area, the school has re–established itself asa proud member of the Batlow community. Community members are making greater efforts to participate in schoolrelated activities and offering increasing support. Student enrolments have increased as a direct response to the newsupport.

Ensure that successful involvement in school community events remain an annual priority for the school.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students have a personalised LearningPathway (PLP) and are making progressacross the Literacy Continuums.

During 2016 funding was provided toenable Aboriginal students to participate in allopportunities provided. The support providedincreased student engagement andattendance.

$3,895

Low level adjustment for disability Additional Learning and Support Officers(SLSO's) were employed to work withstudents who have additional learning needs.The attendance of these students hasimproved and their responses were morepositive as shown in the 2016 Tell ThemFrom Me Surveys in comparison to previoussurveys.

All identified students have IndividualEducational Plans (IEP's) developed inconsultation with parents and personalisedadjustments have been made to learningexperiences. This enabled all students toparticipate fully in their learning. As a resultadjustments in all subjects explicitly addressspecific needs of students with disabilities andstudent participation and engagement inlessons has increased.

The school supported the NationallyConsistent Collection of Data (NCCD) andthis created opportunities for teachers toengage in meaningful dialogue about how tocater for the varied needs of students in theirclasses.

$95,905

Socio–economic background Students from low socio–economic familiesreceived additional financial support to ensureequity in educational opportunity – uniforms,school fees and excursions. This resulted inhigher levels of engagement and attendancein school activities.

$110,286

Support for beginning teachers Two permanent beginning teachers receivedtargeted funding for their first and secondyears of teaching. Support strategies werenegotiated and included timetableconcessions, provision of mentoring,additional professional learning and aninduction program.

Beginning teachers determined professionallearning needs to support practice. mentoringprograms provided opportunities forcollaboration and classroom observationleading to improved teaching practice.

$13,000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 80 76 71 58

Girls 79 75 63 51

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.1 94.7 95.6 89.7

1 90.9 96.4 95.2 92.1

2 96.2 94.7 90.5 94.5

3 97.1 96.9 92.7 89.2

4 94.2 95.4 95.3 92.2

5 94.7 94.4 96.8 89.6

6 96.1 90.8 90.6 96.6

7 93.7 96.7 87.3 90.9

8 93.8 83.5 84.7 86.1

9 82 85.4 88.1 93

10 89.9 83.7 82.8 85.7

11 89 92.2 85.6 86.7

12 94.6 86.9 89.9 91

All Years 92.8 90.6 89.8 89.9

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 92.7 93 92.3 92.3


Management of non-attendance

Batlow Technology School students with attendancerates below 85% are identified early to allow supportstrategies to beprovided. Early communication between the student,parents and school are established interventionpractices. Learning Support Teachers case manageindividual students to provide personalised learningplans to support the engagement of the student. HSLOhave been involved in difficult and prolonged absenteeinstances.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0

Employment 0 60

TAFE entry 0 0

University Entry 0 20

Other 0 20

Unknown 0 0

From our small 2016 HSC cohort, I student gainedentry to university, 3 have gained employment andanother is applying for further studies.

Year 12 vocational or trade training

Seven Year 12 students have commenced EVETcourses offered through TAFE with another 6undertaking Vocational Education Courses offeredinternally.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 1

Head Teacher(s) 2

Classroom Teacher(s) 5.39

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.57

School Administration & SupportStaff

5.39

Other Positions 2

*Full Time Equivalent

The teaching staff comprised of new scheme andexperienced teachers who were well supported by anadministration team, learning and support officers andgeneral assistant. The school also employed additionalteaching staff to support timetable structures as theschool transitioned away from a compressed curriculummodel.

Batlow Technology School accommodated an aboveentitlement Executive Aboriginal member of the Primaryteaching staff for semester 2.

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

Significant amounts of professional learning wereundertaken by Batlow Technology School Staff in 2016.Professional Learning developed mindsets andcapabilities of our staff to reflect on current practice,partake in professional dialogues and led to all teachersactively developing a PDP to improve theirperformance.

3 teachers were maintaining accreditation at proficient.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November,2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 520 411.02

Global funds 0.00

Tied funds 0.00

School & community sources 0.00

Interest 0.00

Trust receipts 0.00

Canteen 0.00

Total income 1 127 021.96

Expenditure

Teaching & learning

Key learning areas 41 578.82

Excursions 9 039.25

Extracurricular dissections 36 370.80

Library 1 372.06

Training & development 5 433.99

Tied funds 485 339.07

Short term relief 43 241.07

Administration & office 81 079.52

School-operated canteen 42 899.28

Utilities 56 000.31

Maintenance 32 335.46

Trust accounts 4 573.01

Capital programs 68 153.24

Total expenditure 907 415.88

Balance carried forward 219 606.08

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.

Writing and Reading results of Year 5 students indicatea significant positive movement upwards over 3 years .The average achievement of students lies within band6.

Y7 Writing positive movement in average of studentswithin bands

Y7 Reading– minor improvement


Year 5 Numeracy data indicates significant movementupwards over 3 years with data indicating that BatlowTechnology School is excelling in comparison to similarschools nationally. The average of students are locatedin band 6 and out performing the majority of similarschools nationally.

In accordance with the Premier's Priorities: Improvingeducational results, our school has achieved theoutcomes with year 5 students.


Due to some year groups having small cohorts, thedata has not been analysed.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

In accordance with the Premier's Priorities: Improvingeducational results, our school has achieved theoutcomes with year 5 students in both reading andnumeracy.

Higher School Certificate (HSC)

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

Students studied a range of courses across thespectrum of curriculum including ATAR eligible andnon–ATAR eligible subjects. From our small cohort,band 5 and band 6 results were achieved by students.

Parent/caregiver, student, teachersatisfaction

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

Feedback was provided through the 2016 Tell Themfrom Me surveys.

Parental feedback was positive. Responses indicatedthat the following aspects of the school were highlyrecognised; parental support of the school (89%), feelwelcome (85%), students behaviour were positive(83%) and support of the educational strategies andlearning at Batlow Technology School (90%).

Student feedback reflected an equally positive attitudeto our school with; Students feel a sense of belonging(86%), they experienced positive relationships (94%)and students valued education (100%).


Policy requirements

Aboriginal education

The implementation of the Aboriginal Education andTraining Policy has seen Batlow Technology Schooltarget resources and professional learning to promotethe inclusion of Aboriginal perspectives and contentacross all KLAs.

Funding has been provided through the Department ofEducation resource allocation so that students aregiven support as required. Focus is given to increasingliteracy and numeracy outcomes and enhancingretention and engagement through the developmentand integration of indigenous perspectives across thecurriculum.

All Aboriginal students are fostered and supportedthrough the process of developing individualeducational plans and student profiles that target theindividual needs of each Aboriginal student.

All formal meetings, assemblies and functionsacknowledge the traditional custodians of the land andwe pay our respect to elders past and present andfuture for they hold the memories, the traditions, theculture and hopes of Aboriginal Australia.

Batlow Technology School staff are active participantsin the local Aboriginal Education Consultative Group.

Multicultural and anti-racism education

The Multicultural Education Policy and the Anti–RacismPolicy have supported the school community toacknowledge and respect cultural diversity and a senseof belonging.

Staff continually espouse the need to embraceinclusiveness, respect and a sense of belonging.

Data from the Tell Them from Me survey shows asignificant increase in students' sense of belonging atBatlow Technology School.

Multicultural education is a whole school process thatprepares students for their roles and responsibilities inan interdependent world. It places students at thecentre of all practices that promote multipleperspectives and an appreciation of cultural diversitywithin a democratic society.


2016 batlow technology school annual report · is committed to excellence in teaching and learning...

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