2016 franklin public school annual report...the annual report for€2016 is provided to the...

Franklin Public SchoolAnnual Report

2016

4456

Printed on: 1 May, 2017 of 15 Franklin Public School 4456 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Franklin 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.

Carmel Stuckey

Principal

School contact details

Franklin Public SchoolForest StTumut, 2720www.franklin-p.schools.nsw.edu.aufranklin-p.School@det.nsw.edu.au6947 1533


School background

School vision statement

Our vision is to guide, encourage and support students to reach their highest potential.

School context

Franklin Public School is located on the southern side of Tumut. Thirteen classes were formed in 2016 to meet theeducational needs of its 310 students who come from the township of Tumut, the rural and farming community, nearbyvillages, low socio–economic status communities, and Aboriginal community (17%).The school hosts the TumutSchools as Community Centre (SaCC), an inter–agency support service, which caters for parents and children up to theage of 8.

Opened in 1976, Franklin Public School was named after renowned Australian author Miles Franklin

Franklin Public School has a long established tradition of being a family school. We value strong partnerships betweenparents, staff and community. We deliver high quality learning outcomes for all students. Our emphasis is on the coreareas of literacy and numeracy. We are very proud of our academic, sporting, welfare and cultural programs which aimto develop and expand students’ horizons. Our dedicated and experienced staff brings learning to life. Classroomsprovide the latest in technology enhanced learning to engage thinking and creativity. Combined with our well–equippedand spacious play areas, Franklin Public School has everything a child needs to learn, achieve and grow in ahappy, safe and stimulating environment.

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,other school achievements and the next steps to be pursued. The Framework supports public schools throughout NSWin the pursuitof excellence by providing a clear description of high quality practice across the three domains of Learning,Teaching and Leading.

This year, our staff at Franklin Public School has discussed the School Excellence Framework and its implications forinforming, monitoringand validating our journey of excellence. Time has been dedicated to examine the school plan todetermine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected onthe progressbeing made across the school as a whole, based on the expectations identified in the Framework. Thisprovides an important overview to ensure our improvement effortsalign with these high level expectations.

In the domain of Learning, our efforts have primarily focused on curriculum and learning. The strong performance of theschool in creatinga positive and productive learningculture amongst staff and students has been a featureof ourprogress. The fundamental importance of wellbeing is providing an outstanding way to build a culture of trust, respectand valuing of each other. The results have been evident in the way that students are relating to each other and,importantly, in the increased engagement of students in learning. Attention to individual learning needs has been anothercomponent of our progress throughout the year. Students with high learning needs are being identified early and theirparents are increasingly involved in planning and supporting the learning directions for them. We have also successfullyprovided for the strong participation and contribution of our Aboriginal community in learning at the school.

Our major focus in the domain of Teaching has been on professional learning teams. An important opportunity has beenprovided to staff members in relation to planning, teaching and growing as a team in each of our stages. The use oftechnology for learning, the importance of data analysis to inform decision–making, the growing of teaching practicethrough classroom observations, reflections and feedback,and the development of expertise in vital literacy andnumeracy programs and in new syllabuses, all highlight a teaching culture that is moving student learning to a new level.Importantly, staff are developing their own evidence–based practice through their reflections and evaluations of collectivework.

In the domain of Leading, our priorities have been to progress leadership and management practices and processes.The consistency and effectiveness of implementation of our key strategic directions throughout the year has been due toa strong foundation of leadership capacity building across the school. This approach recognises that leadershipdevelopment is central to the achievement of school excellence. The leadership team has been successful in leading theinitiatives outlined in this report, building the capabilities of staff to create a dynamic school learning culture.

The new approach to school planning, supported by the new funding model to schools, is making a major difference to


our progress as a school. The achievements and identification of next steps are outlined in the following pages of thisreport. The use of our own self–assessment processes will further assist the school to refine the strategic priorities in ourSchool Plan leading to further improvements in the delivery of education to our students.

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,other school achievements and the next steps to be pursued. The Framework supports public schools throughout NSWin the pursuitof excellence by providing a clear description of high quality practice across the three domains ofLearning,Teaching and Leading.

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

To build the leadership capacity across the school community.

Purpose

• To build strongand positive relationships and organisational practices to inspire a culture ofleadership atall levels

Overall summary of progress

There is school–wide, collective responsibility for student learning and success, with high levels of student, staff andcommunity engagement. Positive and respectful relationships across the school community underpin a productivelearning environment, and support students’ development of strong identities as learners. There is demonstratedcommitment within the school community to strengthen and deliver on school learning priorities. Positive, respectfulrelationships are evident among students and staff, promoting student wellbeing and ensuring good conditions forstudent learning. Well–developed and current policies, programs and processes identify, addressed monitor studentlearning needs. All teaching staff understand that student engagement and learning are related, with the schoolcommunicating priorities for strengthening both. Expectations of behaviour are explicitly taught to students and relate tothe variety of school settings such as classroom, playground, hallways, canteen and assemblies. School programsaddress the needs of identified student groups (eg. Aboriginal students, gifted students, students with disability andstudents for whom English is a second language). Attendance rates are regularly monitored and action is takenpromptly to address issues with individual students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

All Quality Teaching& Learningprograms are driven by relevantdata. This will be evident byincreased student growth alongthe learning continuums.

All staff are trained in both the literacy andnumeracy continuums. This enables data to beentered and reflected on twice a term to drive futurelearning.

Teacher professional learning and mentor supportto use the continuums to track student growth.

Program feedback and support is given to ensurequality teaching and learning is evident in alllearning settings

$69.000.00 Socio EconomicBackground

$4000.00 Beginningteacher

$12,822 .00 ProfessionalLearning

Next Steps

• Ensure all teachers’ knowledge of students is supported by quality assessment and quality feedback is given tostudents.

• Calmer students, calm classrooms, PBL ideas imbeddedinto all learningspaces. • Positive, respectful relationships are evidentamong students and staff, promotingstudent wellbeing and

ensuringgood conditions for student learning. • There is school–wide, collective responsibility for student learningand success, with high levelsof student, staff and

community engagement.



Quality teaching for Learning

Purpose

• To develop a school culture in which staff and students take responsibility for their own ongoing learning.All staff will build their professional capacity.


The school establishes active partnerships and works collaboratively to ensure continuity of learning forstudents.Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of allstudents, using evidence–based teaching practices and innovative delivery mechanisms where appropriate.Extra–curricular learningopportunities are significant, support student development, and are strongly alignedwith theschool’svision, values andpriorities. Curriculum provision is enhanced by learning allianceswith other schools andorganisations. The school activelycollects and uses information to support students’successful transitions. Teachersinvolve students and parentsin planning to support studentsas they progress through the stages of education. There aresystematic policies, programs and processes to identifyand address student learning needs. Curriculum provision meetscommunity needs and expectations and providesequitable academicopportunities. The schoolhas an effectiveplan forstudenttransitions in place.School plans elaborate on what allstudents are expectedto know, understand and do.Curriculum delivery integrates technology, library and information services. The school provides a range ofextra–curricular offerings for student development. Teachers differentiate curriculumdelivery to meet the needs of




Quality Teaching and Learningprograms are evident

Improved mentoring andgreater collaboration

Greater student growthengagement. Measured by •improved attendance •individual student growth •Increase of 5% in both literacyand numeracy.

That staff are reflective of practice and monitoringstudent growth.

Targeted intervention is supporting studentlearning.

Attendance data has improved with monitoring.

Socio economicBackground $43000.00

Aboriginal Background$18000.00

Low level adjustments $57850.00

Professional Learning$5000.00

Literacy /numeracy$10.000.00

Computer $9.000.00

Next Steps

• Learning Support Team minutes are recorded and student growth and interventions are tracked. • Tell them from Me – survey will be used in the future to gain feedback from students, parents and staff. • Curriculum provision is enhanced by learning alliances with other schools and organisations. • Teachers involve students and parents in planning to support students as they progress through the stages of

education. • There are systematic policies, programs and processes to identify and address student learning needs. • The school establishes active partnerships and works collaboratively to ensure continuity of learning for students. • Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all

students, using evidence–based teaching practices and innovative delivery mechanisms where appropriate.



Positive behaviour for success in Learning

Purpose

Ensure that all students reach their full potential.


The school has in place a comprehensive and inclusive framework to support the cognitive, emotional, social, physicaland spiritual wellbeing of students, which measurably improves individual and collective wellbeing. Individual learning issupported by the effective use of school, system and community expertise and resources through contextualdecision–making and planning .Students are self–aware, build positive relationships and actively contribute to the school,the community and the society in which they live. The school consistently implements a whole–school approach towellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment.Quality teaching and professional practice are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development. Students carefor self, and contribute to the wellbeing of others and the wider community. Students, staff and the broader schoolcommunity understand the behaviours, attitudes and expectations that enhance wellbeing and lead to improved studentoutcomes. The school has identified aspects of, and factors contributing to, wellbeing in the delivery of teaching andlearning. Students are taught to accept responsibility for their own behaviours as appropriate to their age and level ofunderstanding, as expressed in the Behaviour Code. The school encourages students to recognise and respect culturalidentity and diversity. School staff maintains currency of knowledge about requirements to meet obligations underKeeping Them Safe.




Quality Teaching and Learningprograms are evident

Improved mentoring andgreater collaboration

Greater student growthengagement. Measured by •improved attendance •individual student growth •Increase of 5% in both literacyand numeracy.

Positive behaviour and success for learning hasimproved student outcomes.

Targeted support for students has improvedlearning outcomes for students.

Aboriginal Background $22000.00

Socio EconomicBackground $133.020.00

Low Level $70.000.00

Next Steps

• Greater staff knowledge on wellbeing and individual support for students at risk. • Quality teaching and professional practices are evidentin every learning environment, providing students with

opportunities to connect, succeed and thrive that are relevant to their stages of learning and development. • The school has in place a comprehensive and inclusivewelfare system. • Implement a framework to support the cognitive, emotional, social, physical and spiritualwellbeing of students,

which measurably improvesindividual and collective wellbeing. • Individual learning is supportedby the effective use of school,system and community expertise and resources

through contextual decision–making and planning. • Students are self–aware, build positive relationships and actively contribute to the school,the communityand the

society in which they live.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading We have improved attendance of students.

Greater growth in NAPLAN skill bands

PLP written and supported for all students

Access to the curriculum for all students.

$40.000.00

( SLSO , professionallearning and resources )

Low level adjustment for disability Greater student engagement.

Access to the curriculum for all students.

Professional learning for staff to access theeducational outcomes.

$127.850

( SLSO , professionallearning, mentoring,additional classroomsupport and resources)

• ($0.00)

Quality Teaching, SuccessfulStudents (QTSS)

Mentoring and teacher support. Communityengagement.

Professional Learning

$12.000.00

Release and mentoringsupport for staff , stafftraining

Socio–economic background Greater student engagement across thecurriculum.

Extra curricular programs, targeted support

$ 202.021.00 (Funds toprovide recourses accessopportunities, classroomsupport)

• Socio–economicbackground ($10 000.00)

Support for beginning teachers mentoring, professional learning, classroomsupport and induction

$4000.00

(mentoring, support andprofessional learning )

Early Action for Success That staff are reflective of the clusters anddriving learning to achieve growth.

Tiered interventions and L3 Training

$12000.00 additionalresources for stage 1

$24.000.00 Teachersupport for intervention


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 147 150 149 156

Girls 135 138 165 154

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.5 95.4 95 92.2

1 91.6 95 95 93.9

2 94.3 93 95.1 94.5

3 95.1 93.2 92.1 94.3

4 95.4 92.3 92.8 90.6

5 96.7 92.3 92.7 92.4

6 95.6 93.6 92.9 92.2

All Years 95.1 93.5 93.7 93

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

All Years 94.7 94.8 94 94

Management of non-attendance

Programs are in place to monitor attendance in theschool. Regular attendance reports are accessed andreviewed by staff. The Home School Liaison Officer isused if intervention is if needed.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 10

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration & SupportStaff

2.49

Other Positions 0.42


*Full Time Equivalent

An aboriginal School Learning Support Officer isemployed.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation

The average expenditure per teacher on professionallearning was $1,529.04.

All teaching staff and support staff participated inprofessional learning. Initiatives included: • Behaviour Management for Teachers. • Best Start Kindergarten Assessment. • PLAN data • Ongoing PBL training. • L3 – Language Learning Literacy. • Quality teaching (peer mentoring and

classroom support). • Executive development for school leaders. • How 2 Learn team training undertaken. • Three new scheme teachersworking towards

Board of Studies Teaching and EducationStandards (BoSTES) accreditation

• Two new scheme teachers maintainingaccreditation at Proficient


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 454 256.49

Global funds 480 250.72

Tied funds 381 719.68

School & community sources 92 673.38

Interest 12 144.17

Trust receipts 28 964.60

Canteen 0.00

Total income 1 450 009.04

Expenditure

Teaching & learning

Key learning areas 230 397.77

Excursions 43 265.12

Extracurricular dissections 21 033.74

Library 5 786.02

Training & development 25 642.82

Tied funds 282 352.03

Short term relief 19 935.72

Administration & office 54 375.42

School-operated canteen 0.00

Utilities 35 679.60

Maintenance 48 885.76

Trust accounts 16 386.36

Capital programs 51 063.14

Total expenditure 0.00

Balance carried forward 1 450 009.04

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 toBand 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.


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.>

Parent/caregiver, student, teachersatisfaction

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

Their responses are presented below.

In 2016, the school sought the opinions of parents,students and teachers about the school. We undertookthe Tell Them From Me survey with students, parentsand staff.

Their responses are presented below.

Parent satisfaction with Franklin continues to be veryhigh with 100% of surveys returned either stronglyagreeing or agreeing that Franklin , as a learningcommunity, is an attractive and well–resourced schoolthat is connected to the community and welcomesparental involvement. They also indicated that parentsare encouraged to contact the school to discussconcerns relating to their child. 100% of parents alsostrongly agreed or agreed that students are the schoolsmain concern and that Franklin has competent teacherswho set high standards.

The staff of Franklin Public School are very proud of theschool and the job that they are undertaking as leadinglearners. Staff are committed to setting high standardsof achievement for all students that attend the school.

Policy requirements

Aboriginal education

FPS works hard to ensure that Aboriginal perspectivesare embedded throughout the school in many ways.This was achieved in 2016 by: • A number of programs were run to meet the

specific needs of Aboriginal students and to buildan awareness of Aboriginal culture in the schoolcommunity.

• Programs were put in place with the aim toimprove the needs of the Aboriginal students. Apart–time teacher, an Aboriginal educationassistant and a community liaison

officer were employed to improve the learningoutcomes of students, improve attendance andstrengthen parent connection with the school. As aresult of this support the school recorded pleasingstudent attendance and performance results. • We attended special cultural event such as

NAIDOC celebrations, held a cultural day at theschool and the annual ‘Proud and Deadly’ awardsfor the district.

• As part of the program, personalised learningplans were negotiated for all Aboriginal students.This involved a three way student, parent andteacher meeting.

Multicultural and anti-racism education


At FPS we value the diverse multicultural nature ofAustralian society and celebrate the rich diversity ofnationalities represented at our school.

Multicultural perspectives are integrated across all KeyLearning Areas. Units of work are linked to theachievements of outcomes though the study ofcountries, cultures and world events.

Multicultural education was integrated throughout theschool curriculum via units of work.

We have two staff members trained as anti racismofficers within the school.


2016 franklin public school annual report...the annual report for€2016 is provided to the...

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