2016 kincumber public school annual report · 2017. 5. 3. · introduction the annual report for...

Kincumber Public SchoolAnnual Report

2016

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Printed on: 3 May, 2017 of 26 Kincumber Public School 2304 (2016)

Introduction

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

Trish Peters

Principal

School contact details

Kincumber Public SchoolAvoca DriveKincumber, 2251www.kincumber-p.schools.nsw.edu.aukincumber-p.school@det.nsw.edu.au4369 1544

Message from the Principal

It is always a welcome duty to report on the work and achievements of our school community and I take great pride inpresenting the 2016 Annual School Report. The last several years have seen many school reforms begin to change theway that NSW public schools deliver educational programs. In 2016, school office staff successfully implemented acompletely new finance and learning administration system which included significant change to the way school financesare managed. As with all change, it will take a little time to embed new practices.

Underpinning our wellbeing approach is the Positive Behaviour for Learning framework and the You Can Do It social andemotional curriculum. These foundations support academic learning and in 2016, our teaching and learning support staffeffectively collaborated to support the learning needs of all students by engaging in extensive professional learning aboutdyslexia and significant reading difficulties. With a focus on continuously improving the quality of our teaching, we havedeveloped a culture of high expectations in learning and wellbeing.

A continuing focus for our school is strengthening community partnerships and the Parents and Citizens Association ofour school delivered the first stage of its community building project in 2016. The entrance to our school has beenenhanced through an inspired sandstone seating area that encourages families to meet and talk at school events andthoughout the school day.

Other areas of focus for 2017 and beyond are to improve spelling and aspects of numeracy and I am pleased that ourgoals for improvement are very achievable with the high calibre of teaching and support staff at our school.

A school's journey to excellence can only be undertaken with the support of all stakeholders involved and I encourageyou to read this report that documents our 2016 achievements.

Trish Peters

Principal


Message from the school community

The Kincumber Public School P&C is an energetic parent group which is dedicated to supporting the school to providequality education. They have continued to work with the school to provide resources and support the teaching staff andstudents to achieve their best educational outcomes.

In the last twelve months the P&C have worked to build closer ties for the school community, encouraging families toenjoy their time with the school, increase family connection with the school and make Kincumber Public Schoolwelcoming to all.

The P & C held a free barn dance in Term 1 to welcome new families to the school. With the help of teachers, therehave been school discos with face painting and a number of barbecues. The ever–popular Mother's and Father’s Daystalls (including gifts for grandparents and carers), and the Easter raffle are annual events. The P&C coordination of theclass parent role has been ongoing and continues to develop.

The P&C has also donated funds for our library, annual classroom set ups, Reading Recovery and running costs of theschool vegetable garden.

The highlight of the year was the school fete which raised over $25,000 in profit to provide equipment and activities forthe students to use. This was a fabulous Halloween–themed event that saw the school community working together for acommon goal. It was a wonderful celebration of the Kincumber School spirit.

With the assistance of a NSW government grant and the generous help of a local architect, and school parent, the P&Cfunded and created an inviting, welcoming space at the entrance to the school. In 2017 the project will be completedwith a covered BBQ area next to the hall.

The P&C also won a grant to build community connection by making the school office block more inviting through thecreation of an art mural.

In 2016 there was a focus on improving school communication with parents. The school website has been redesignedwith the development of stage and class pages. The continued use of email and the Skoolbag App has also improvedcommunication with parents.

Cherie Castaing

P & C President


School background

School vision statement

At Kincumber Public School we believe we can inspire every child to participate positively in society. We focus onpromoting excellence, opportunity and success for every student, every day. We value and strive to develop safe,respectful learners.

School context

Kincumber Public School is a medium–sized urban primary school in the Gosford City Council local government area.Along with our partner government primary schools of Avoca Beach, Copacabana and Pretty Beach and thecomprehensive government secondary school of Kincumber, we comprise the Kincumba Learning Community. Theschool is located on the traditional land of the Darkinjung and is connected with the local Tjudibaring Local AboriginalEducation Consultative Group (AECG).

Our school population of 440 students, including 5% Aboriginal and Torres Strait Islander students, is organised into 17classes, including 10 multi–age classes and two special education classes and is supported by a principal, four assistantprincipals and twenty–six teaching, support and office staff.

The school receives additional socio–economic and targeted funding for Aboriginal students through the resourceallocation model (RAM) and implements a number of focus programs including Targeted Early Numeracy (TEN), TakingOff With Numeracy (TOWN) Language Literacy and Learning (L3), Focus on Reading (FoR), You Can Do It (YCDI) andPositive Behaviour for Learning (PBL).

Students represent a wide range of academic abilities, including a high number of students gaining placements inOpportunity Classes and Selective High Schools. Around 25% of students have additional social/emotional and learningneeds, physical disabilities and access additional learning support. The school has a strong reputation for its inclusiveculture.

Students enjoy a wide variety of extra–curricular activities including inter–school sporting competitions, dance, publicspeaking, debating, chess, photography, choir, strings, creative and performing arts.

The school has developed a strong partnership with the Parents & Citizens Association (P & C) who support educationalprograms through fund–raising and input into school policy and decision making. Our parents are actively involved inclass literacy and numeracy programs, sport and extra–curricular activities.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

This year, our school undertook self–assessment using the School Excellence Framework (SEF). 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. This section outlines the findings fromself–assessment using the SEF, our school achievements and the next steps to be pursued. 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. A range of self–assessment measures was employed,including analysis of information from Tell Them From Me (TTFM) teacher, parent and student surveys, PBL TIC (TeamImplementation Checklist) BoQ (Benchmarks of Quality), TFI (Tiered Fidelity Inventory) Focus on Reading evaluations,Performance Development Plan evaluations and parent forums.

Staff discussed the SEF and its implications for informing, monitoring and validating our journey of excellence. Morestrategically, members of the school executive dedicated time to thoroughly examining the school plan to determine theelements of the SEF that the school plan most strongly addressed. Executive staff reflected on the progress being madeacross the school as a whole, based on the expectations identified in the SEF. This ensured that our improvement effortsalign with shared high–level expectations as set out in the SEF.

In the domain of Learning, our efforts have primarily focused on wellbeing, learning culture and curriculum planning andassessment and reporting. The strong performance of the school in maintaining a strategic and planned approach to


supporting the cognitive, emotional, social, physical and spiritual wellbeing of all students has been a feature of 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 a comprehensive and inclusive framework tosupport the needs of students has been developed and embedded across the school, which has measurably improvedindividual and collective wellbeing. Regarding the element of curriculum and learning, strong growth is evidenced in theincreased significance of extra–curricular learning opportunities that support student development which is stronglyaligned with the school’s vision, values and priorities. A more focused approach to individual learning needs has been acomponent of our progress throughout the year. Students with additional learning needs are being identified early andtheir parents/carers are increasingly involved in planning and supporting their learning directions. We have alsodeveloped strong partnerships with our Aboriginal community to successfully increase participation and contribution inlearning at the school with use of assessment data to monitor achievements and gaps in student learning and to informplanning for particular student groups and individual students. The school has clearer and more firmly embedded staffprocesses and school systems for collecting, analysing and reporting local and external data on student and schoolperformance. A continuing focus in the domain of Learning is the area of School Performance Measures. Staff recognisethat, in general, our students are not consistently performing at high levels on external and internal school performancemeasures. Goals for 2017 will remain similar to 2016; i.e. an increase in the percentage of students in the top two bandswith fewer students at or just above national minimum standards in NAPLAN Reading and numeracy and achievingexpected student growth between Year 3 and Year 5 in NAPLAN Reading and numeracy. Whilst many students showhigher than expected growth on external performance measures, this is less than 20%.

Our major focus in the domain of Teaching has been on data skills and use with progress made in teacher analysis ofstudent performance data and strategies for more collaboratively planning, teaching and growing as a team in each ofour stages. Changes in teacher practice, including the use of technology, data analysis, classroom observations,feedback and syllabus knowledge, has resulted in increased levels of student learning and engagement. A strong focuson developing explicit systems across the school for collaboration and feedback to sustain quality teaching practice hasled to sustained growth in the domain of Teaching. Towards improvement, the school will continue to work on embeddingexplicit systems of collaboration, classroom observation and effective feedback to drive and sustain school–wideimprovement in teaching practice and student outcomes. Positive growth has been achieved through the development ofmore effective processes to provide formal mentoring or coaching support to improve teaching and leadership practice.Executive teachers participated in peer coaching training and improvements were made to the PDP process to providemore collegial support. This focus on improving the PDP process has also positively impacted the area of learning anddevelopment. Focus has continued to remain on aligning professional learning with the strategic directions within theschool plan. Of particular note is the demonstrated growth in the area of strategic school evaluation of professionallearning activities to identify and systematically promote the most effective strategies. In this area, the school is excelling.The school remains highly successful in the teaching element of professional standards. All school staff continue todemonstrate a high level of personal responsibility for maintaining and developing their professional standards. Teachingstaff continue to demonstrate and share expertise and a strong focus on implementing evidence–based teachingstrategies is an area in which the school excels, as is the demonstrated by the high level of contemporary contentknowledge of school staff. In 2017 a focus on the element of effective classroom practice, particularly in the area ofdeveloping evidence of the strategic use of student performance data by all teachers is needed.

In the domain of Leading, our priorities have been to progress leadership and management practices and processes aswell as strategically use resources to achieve improved student outcomes. The consistency and effectiveness ofimplementation of our key strategic directions throughout the year has been due to a strong foundation of leadershipcapacity building across the school. This approach recognises that leadership development is central to the achievementof school excellence. The leadership team has been successful in leading the initiatives outlined in this report, buildingthe capabilities of staff to create a dynamic school learning culture. Specific areas of progress include more strategic andpurposeful leadership roles based on professional expertise within the school. There is an increased commitment by theschool community to the school’s strategic directions and practice to achieve educational priorities. This is evidencedthrough parent feedback, school surveys and the Tell Them From Me surveys. Another notable area of progress is in theestablishment of processes to build the capacity of the school community to use data and evidence for strategic schoolimprovement. In this area, our school is excelling. Of interest is the perceived negative growth between 2015 and 2016 inthe area of school planning, implementation and reporting. However, this may be explained by the procedural variance inthe analysis of this Leading element of the School Excellence Framework. In 2015 data was provided by an aggregate ofstaff responses to the SEF whereas in 2016 the school executive closely examined the individual elements of the SEF,making evidence–based evaluations. Due to increased professional learning to use and interpret the SEF, the 2016results are more confidently based on careful assessment of school practices against individual elements of theframework. To this end, the results of movement from sustaining and growing to delivering from 2015 to 2016demonstrates increased understanding not only of the School Excellence Framework, but also increased fidelity inassessing and tracking ongoing school progress towards strategic priorities. Regarding school resources, the newapproach to school planning, supported by the new funding model to schools, is making a major difference to ourprogress as a school. The specific achievements and identification of next steps are outlined in the following pages ofthis report.

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

Quality teaching for learning

Purpose

Students learn best when they have teachers who have a focus on continuously improving their practice throughout theircareers using systematic evidence–based approaches, who have high expectations of them and who are provided withhigh quality feedback on performance. These teachers are more effective in personalising learning and responding tostudents’ identified learning needs.

Overall summary of progress

Professional learning in Language, Literacy and Learning (L3) Kindergarten and L3 Stage 1 continued for teachers intheir first and second year of training. Teachers already accredited attended ongoing professional learning (OPL) tomaintain currency. Planned Targeted Early Numeracy (TEN) training did not occur, but the use of TEN in classroomscontinued where teachers were accredited.

Taking Off With Numeracy (TOWN) training for teachers who were new to the school occurred throughout the year tosupport numeracy in Years 3–6. Engorri Leadership Training" and Eight Ways Pathways to Learning, was undertaken todevelop an understanding of Indigenous culture and assist in the implementation of cultural education at KPS.

Classroom practice has been enhanced by teachers and school learning support officers (SLSOs) undertakingprofessional learning in Dyslexia and Significant Difficulties in Reading training and we continued use of tieredintervention programs such as MiniLit, MultiLit and PreLit. The development of effective support plans for intervention inacademic and behavioural areas remains a priority at the school. The use of SLSOs has been effective in supportingstudents and teachers in the classroom.

Training in Focus on Reading (FoR) continued for all teachers in Years 3 –6. Many teachers were working in Phase 2and teachers who were new to the school working on Phase 1. This program of professional learning has not beencompleted yet.

Student achievement and progress is being effectively tracked, monitored and reported using data from a range ofassessment tools to effectively inform teaching practice. Staff effectively utilised Sentral student management softwareto improve efficiencies for data collection. A data schedule was implemented to support monitoring of student progressand to improve differentiation. Personalised Learning Plans (PLPs) for our Indigenous students were reviewed andcompleted for students in consultation with parents. These PLPs were updated and changed as needed.

Delivery of NSW syllabuses through the online curriculum platform, MAPPEN, has enabled the school to achieve a wholeschool approach to Geography, History and Science whilst covering key cross–curricular perspectives and developingcritical thinking skills through concept–based integrated curriculum units.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• 85% or more students arebenchmarked as proficient on theschool–developed inventory on arange of academic and socialmeasures including attendance,behaviour and academic.

There were 45 students with whole day absences inexcess of 5 days per semester. This accounts for10% of the school population, so 90% of studentswere in attendance.

Thirty–three students had more than 5 late arrivalpartial absences per semester but 92.5% ofstudents arrived to school on time in 2016.

Students in Kindergarten to Year 2 met the stateexpectations for all aspects of the literacycontinuum, achieving particularly well in Reading.Data indicates that students in kindergarten to Year2 are just short of the expectations in writing, withthe number of students achieving targets in writingdeclining by 5% from Kindergarten (82%) to Year 2(77%).

Strategic directions 1 & 2

L3 Kinder & L3 Stage 1 –$28,300





• 85% or more students arebenchmarked as proficient on theschool–developed inventory on arange of academic and socialmeasures including attendance,behaviour and academic.

Students in Stage 2 and 3 continue to meet targetsin literacy, as recorded on PLAN data. With 91% ofYear 6 students finishing primary school achievingat or above expected levels in literacy.

Students in K–2 are achieving expected standardsin numeracy. Ninety–three per cent of kindergartenstudents achieved at above standard, 88% in Year1 and 90% in Year 2. Numeracy standards in Year3 and 4 meet the target with 87% of Year 3 and94% of Year 4 students achieving recommendedlevels. Year 5 and Year 6 did not meet the targetwith only 80% and 79% of students achieving at orabove expected levels in numeracy.

Results from the Tell Them From Me studentsurvey showed that 88% of students had positivebehaviour which is higher than the NSW DEC normfor these years (83%). 96% of the girls and 79% ofthe boys identified with positive student behaviourat school. These are both higher than the NSWDEC norm for girls (91%) and for boys (75%). 90%of students tried hard to succeed; the NSW DECnorm for these years is 88%.

• NAPLAN data shows scaledscore growth comparable with orbetter than state in reading,spelling, writing, grammar andpunctuation and numeracy.

Overall, scaled score growth in Reading andGrammar and Punctuation were just slightly belowthe state percentage. Spelling was significantlybelow state with only 61.5% of students achievingexpected growth compared with 77.6% of state.

In numeracy, however, the school achieved anexcellent result with 97.1% of students achievingexpected growth compared with the statepercentage of 91.7%.

There is no data for growth in writing in 2016 but50.8% of Year 3 achieved in the top two bandscompared with 54.1% of state and 18.5% of Year 5compared with 18.7% of state.

TOWN – $5400

• PLAN data shows 85% ormore students working atexpected levels and all studentsshowing improvement.

Students in Kindergarten to Year 2 met the stateexpectations for all aspects of the literacycontinuum, achieving particularly well in Reading.Data indicates that students in kindergarten to Year2 are just short of the expectations in writing, withthe number of students achieving targets in writingdeclining by 5% from Kindergarten (82%) to Year 2(77%).

Students in Stage 2 and 3 continue to meet targetsin literacy, as recorded on PLAN data. With 91% ofYear 6 students finishing primary school achievingat or above expected levels in literacy.

Students in K–2 are achieving expected standardsin numeracy. 93% of kindergarten studentsachieved at above standards, 88% in Year 1 and90% in Year 2. Numeracy standards in Year 3 and4 meet the target with 87% of Year 3 and 94% ofYear 4 students achieving recommended levels.Year 5 and Year 6 did not meet the target with only

L3 Kindergarten and L3Stage 1 – see above





• PLAN data shows 85% ormore students working atexpected levels and all studentsshowing improvement.

80% and 79% of students achieving at or aboveexpected levels in numeracy.

• Attendance rates (includingpartial absences) comparablewith, or better than, state.

Whole day attendance rate of 94.3% is marginallyhigher than state at 94%. Partial attendance,specifically late arrivals at school is lower than theprevious year.

• ATSI student performance onthe same school and statemeasures is comparable with allstudents

In 2016 three Year 3 students and two Year 5students completed NAPLAN.

In Reading 66.6% of Year 3 ATSI students were inthe top two bands for reading compared with23.3% for the ATSI state. 50% of Year 5 studentsachieved band 5 or above in comparisonto 55.8%. In Numeracy 66.7% of Year 3 ATSIstudents achieved band 4 or above compared to30.8%. 50% of Year 5 students achieved band 6or above compared with 23.9% of the state.

Norta Norta – $2400

Next Steps

1. Continued training on a needs basis for L3, L3 (Stage 1), TEN, Numeracy Project and Focus on Reading. `2. Implementation of Words their Way in Stage 1 and continued professional learning in developing vocabulary.3. Promote the use of Newmans Analysis in Mathematics lessons, worked examples and pre–testing built into unit

design.4. Early identification of students with additional behaviour and academic needs using data decision rules and the

development of individual and academic behaviour plans.



Continuously improving leadership and systems

Purpose

Students learn best when schools have policies, practices and programs in place to identify, respond to and meet theirlearning and wellbeing needs, where teachers and school leaders take collective responsibility for student performanceand where the leaders in these schools systematically set directions, manage the teaching and learning process, developpeople and the organisation, and also strive for equity and inclusion.


Staff continue to develop their confidence in using the new English, Mathematics and Science syllabuses to ensure theplanning, teaching and assessing cycle is effectively implemented in all classrooms. The supportive and collaborativeapproach to Performance Development Plans (PDPs) across the school has led to staff developing more comprehensiveand robust personal and school–focused goals. This has had a positive effect on staff perception of the PDP process.Teachers are more effectively setting goals that reflect the strategic directions of the school plan and have beenproactive in establishing effective and meaningful strategies to work towards the attainment of personal goals. There hasbeen an increase in positive support for feedback in the form of classroom observations. Regular and effectivemonitoring and feedback processes continue to strengthen collaborative partnerships between supervising executive andteachers. Survey results show teachers are more willing to work collaboratively on shared goals, discuss progress andplan for growth.

Kincumber Public School representatives continue to hold leadership roles across professional and community networks.There is ongoing support for the involvement of colleagues in external learning opportunities. There are schoolrepresentatives on a range of local network and community groups such as the Kincumba Learning Community teams,Primary Executive Leadership Team (PELT), environmental groups, Kincumba Shines committee, Five Lands Walkcommittee, Tjudibaring Aboriginal Education Consultative Group, preschool networks and transition to high schoolnetworks. This commitment to collegiate learning is reflected in the collated teacher responses to the School ExcellenceFramework survey. Teacher surveys indicated a clear understanding that curriculum provision is enhanced by learningalliances with other schools and organisations. Teacher responses to this survey also affirmed that the school activelycollects and uses information to support students’ successful transitions from pre–school to Kindergarten and from Year6 to Year 7.

The school continues to be recognised as a strongly established Positive Behaviour for Learning (PBL) school. Staffshow strong support for this framework and are mindful of the wellbeing of students. Teachers understand and supportthe importance of providing behaviour–specific feedback and acknowledging expected behaviours. All teachers indicatedin the Benchmarks of Quality (BoQ) survey that classroom routines and procedures are explicitly taught and thatteachers use immediate and specific praise. Teachers continue to work on meeting (and often exceeding)praise–to–correction ratio expectations of 8 positives to 1 negative per student, as measured by SENTRAL data. Theschool–wide focus on Positive Behaviour for Learning has ensured the use of a consistent approach to the teaching andlearning of pro–social behaviours in the various school contexts. There have been significant observable changes inbehaviour, especially in the playground context.

In the BoQ assessment, 100% of the teachers and students surveyed were able to articulate behaviour expectations atKincumber Public School. One hundred per cent of the teachers surveyed were able to identify the purpose of the PBLteam (a school–wide team to address behaviour/discipline). In addition, 100% of the teachers surveyed indicated thatthey access and use school discipline data to inform decision–making. Additionally, the BoQ demonstrated that therehas been significant growth in the area of classroom systems from 50% in place to 100% in place. There has beensignificant growth in the area of reward and recognition with a score of 81% on the BoQ compared with 75% the previousyear. Significant growth was identified in the area of Evaluation, with teachers BoQ data demonstrating that almost allstaff understand identified guidelines for the reward system and are using the reward system appropriately.

The school leadership team continues to actively support a culture of high expectations and community engagement,resulting in a commitment to sustained and measurable whole–school improvement. This is reflected in the collation ofteacher responses to the School Excellence Framework. The collation of this data showed that 90% of surveyedteachers affirmed that staff have purposeful leadership roles based on professional expertise. One hundred per cent ofteachers surveyed indicated that the school is committed to the development of leadership skills in staff and thatleadership is central to school capacity building. There is a broad understanding of, and support for, school expectationsand aspirations for improving student learning across the school community. All teachers surveyed in the SchoolExcellence Framework self– evaluation indicated that monitoring, evaluation and review processes are embedded andundertaken routinely.





• 85% or more studentsachieving the highest level on theschool’s PBL acknowledgementsystem

SENTRAL data indicates that 95% of all studentsreceived their Gold certificates, exceeding the PBLbenchmark of 85%. This shows a continuing trendover the last three years of an increasingpercentage of students receiving their GoldCertificate from 2014–2016. Sixty– six per cent ofstudents earned their Gold Key, exceeding thetarget of 20% of all students. This also reflects athree year positive trend in increased numbers ofstudents achieving at the highest level of theschool’s PBL acknowledgement system. This canbe attributed to ongoing professional developmentin PBL and increased commitment to consistency inteaching, acknowledging expected behaviours. Thiscommitment is demonstrated in the onlineaccountability measure of teachers recording PBLlessons on SENTRAL as they are taught to theclass.

$4035 Student Welfare +PBL

• 25% reduction in the number ofdisciplinary absences, longtimeouts and planning roomsfrom behaviour resulting in ODRsaveraged over three years.

SENTRAL data indicates that there was more thana 20% reduction of students recorded in planningroom attendance in 2016 compared to 2015. Whilsta 25% reduction in disciplinary absences, longtimeouts and ODR incidents was reported in the2015 ASR (between 2013–2015) this was notmatched in the data recorded in 2016.However, thisanomaly can be explained by a change in recordingprocesses implemented by teachers usingSENTRAL during 2016. For the purpose ofproviding increased data for individual incidents,teachers added other students into ODR incidentreports, indicating that they were witnesses orvictims. However, due to current databaseconstraints, these students can not be filtered outwhen SENTRAL produces incident reports.Additionally, as teachers become more confident atusing SENTRAL to record incidents, track studentsand reflect on data to develop individual plans ofsupport, this has led to teachers recording incidentswhich may not have been reported in previousyears.

• 85% or more students achieveat expected levels and allchildren, including those withdisability, have their learningneeds met

At the end of 2016 an average of 85% of allstudents showed anticipated growth on continuumsin the areas of literacy and numeracy. InKindergarten the average growth was 89.4%. InYear 1 the average growth was calculated at 88%and in Year 2 the average growth was 91%, asmeasured by PLAN data.

All class teachers reported to parents/carers usingthe continuum at Term 1 parent teacher interviews.This can be attributed to ongoing professionallearning and support provided through L3, L3S1,TOWN, TEN and Focus on Reading.

Students with Individual Learning Plans allprogressed throughout 2016 with 85% of thesestudents demonstrating expected growth persemester due to quality differentiated teachingexperiences and access to a range of supportprograms such as Reading Recovery,MiniLit,MultiLit and COGMED.

See Strategic Direction 1 L3Kindergarten, L3 Stage 1and TOWN.

Minilit – resources andSLSO – $2200

COGMED – $800





• 85% or more students achieveat expected levels and allchildren, including those withdisability, have their learningneeds met

100% of students enrolled in Multilit achievedexpected growth. Two students enrolled in Minilitdid not complete the program due to behaviouraland attendance constraints and therefore couldnotachieve expected growth. One student enrolledin Cogmed did not make expected growth due toinconsistent school attendance. All other studentsaccessing this support program achieved expectedgrowth.

73 students were included in the NationallyConsistent Collection of Data on School Studentswith Disability (NCCD). This included students fromtwo multi–categorical class with Of the studentsincluded in the NCCD data, 26% were identified inthe broad category of cognitive disability. 6 of thesestudents required substantial support. Substantialsupport was provided in the form of special classplacement, environmental provisions to meetstudent physical needs, supplementary support inthe form of SLSOs, support provided by theLearning and Support Teacher (LAST), externalsupport such as School Counsellor, SpeechPathologist, Occupational Therapy. According toIndividual Learning Support Plans, 85% of thesestudents achieved expected growth, meeting setindividual goals for 2016.

• All staff engaged in theperformance and developmentprocess show progress towardsagreed goals, either maintainingor attaining higher accreditationon the Australian ProfessionalStandards for Teachers orPrincipals.

100% of staff teaching staff engaged in theperformance and development process. Through aprocess of collecting teacher data through ananonymous online survey 100% of teachersdemonstrated progress towards agreed goals. Allteachers either maintained or attained higheraccreditation on the Australian Professionalstandards for Teachers and Principals. Accordingto staff survey data, all staff felt supported in thePDP process. 81% of teachers maintained theircurrent level of accreditation and 19% attained ahigher level of accreditation on the AustralianProfessional Standards for Teachers or Principals.

0.345 FTE staffingallocation to releaseAssistant Principals

• Scores of 70% or over on theBenchmark of Quality assessingimplementation fidelity of PBL

The school scored an overall score of 83% on theBOQ. This was an 8% increase from the 2015assessment. Out of the ten critical elementsassessed using the Bench mark of Quality, theschool achieved 100% in five areas: PBL Team,Effective Procedures for Dealing with Discipline,Expectations and Rules Developed,Lesson Plansfor Teaching Expectations and Classroom Settings. There was significant growth in the area ofClassroom Systems, Implementation Plan, rewardand Recognition Program, Data entry and Analysisand Evaluation. The commitment from Staff movedconsiderably from 33% to 83%.

Next Steps

• Continued professional earning for all teachers in PBL and You Can Do It ! (YCDI) including the continuation ofembedding PBL into all classroom expectations and routines and delivering ongoing professional learning tomaintain high fidelity in the implementation of PBL at Tier 1 and Tier 2 level.


• Professional learning for teachers in National Consistent Collection of Data for students with disability (NCCD) andassociated processes, including the development of a Tiered Classroom Intervention Plan (TCIP) and ongoingrevision of the current LST policy.

• Professional learning for teachers in using the school’s universal screening tools to identify students who requiretargeted support and developing learning plans. This includes induction and refresher staff training in using Tier2/3 screener and following LST processes, participation for all staff in online training on Managing Behaviourincluding professional development on completing a functional behaviour assessment to developindividualised behaviour plans.

• Ongoing professional learning for teachers in Australian Professional Standards for Teachers and Principals,Performance and Development Framework and accreditation processes.

• Embedding PBL and YCDI initiatives as sustainable systems in a school–wide capacity. This will be used as ameans to create positive and trusting relationships across the school community. We will develop an action plan todeliver Tier 2 classroom problem solving to school staff.

• Develop a timeline for delivering parent information sessions about current wellbeing practices with a focus oncontinuously improving systems of support and communication for parents. This includes developing a ParentPortal and a Parenting Ideas support group.

• Staff to complete 20 hours professional development in behaviour management course incorporating the 8effective classroom practices.

• Learning Support Team to implement a 'homework help' group one afternoon a week. This will give the communityan opportunity to develop their skills in line with current teaching practices to assist student learning from home.

• Implement Early Stage 1 social skills program based on data results from Student Risk Screening Survey. • Introduce online PDP process to increase staff collaboration and support andl allow for a stream–lined approach

that encourages stringent evidence collection and analysis.



A culture of collaboration and connection

Purpose

Students learn best when families, schools and communities actively contribute to the learning process, whereresponsibility for learning is shared and where communication with families about school programs and student progressis through effective school–to–home and home–to–school communications.


Professional learning for teachers in using supportive technologies such as Google Classroom has assisted teachers insupporting individual student learning, Instructional design and active learning pedagogies. The development of a BringYour Own Device (BYOD) program in Stage 3 has been successful in increasing access to digital technologies thatsupport learning and collaboration within our school community. Continuation of the collaborative learning communityapproach to syllabus implementation has supported positive student transition to high school. Increased onlinecommunications and connections between home and school and implementing strategies from the Family–SchoolPartnerships Framework have assisted in building community and connecting learning at home and at school. There hasbeen an increase in parent support for school initiatives and evident commitment by all school stakeholders that studentslearn best when families, schools and communities actively contribute to the learning process.

Over the last 12 months there has been notable growth, as reported in the parent survey responses in the SchoolCommunity Partnerships Survey. Responses show increased parent awareness of the multiple ways parents andmembers of the school community can communicate with the school with 97% of parents confirming that there aremultiple pathways for parents to communicate with the school. Ninety two per cent of surveyed parents feel welcome toexpress ideas on a full range of school–related issues compared with 70% the previous year. However, a smallpercentage of parents (8%) feel that school ‘jargon’ is not explained to parents. This is a slightly smaller percentagecompared to the previous year’s results of 10%.

The Tell Them From Me (TTFM) survey revealed that students believe that education will benefit them personally andeconomically, and will have a strong bearing on their future with 98% of students articulating this through the TTFMsurvey. This is higher than the NSW school norm of 96% for these years.

The needs of Aboriginal or Torres Strait Islander (ATSI) students were established and goals identified through theestablishment of Personalised Learning Plans (PLPs). The school continues to actively work to “close the gap” for ourIndigenous community with the employment of a teacher in 2016 to support the development of PLPs and work withindividual students to meet their specific academic, social and cultural targets. All students achieved their learning goalsand expressed satisfaction in their learning experiences through the year. In 2016 a teacher was also employed tosupport EAL/D students.

School communication was increased between school, parents and the wider community through the use of regularwritten communication, the school website, Skoolbag app and regular newsletters.




• All teaching/learning programsincorporate some aspects ofactive learning pedagogies intoinstructional design.

Ongoing PL for all teachers in aspects of activelearning, such as establishing concept questions/deep learning pedagogy.

Ongoing, sustained PL in instructional design,backward mapping and conceptual planning andprogramming, in alignment with the QT framework

All teaching and learning programs reflect aspectsof instructional design through use of backwardmapping to plan teaching and learning experiences.

All Stage 2–3 programs reflect aspects ofinstructional design in risk assessment of studentswho are unlikely to achieve stage–appropriate

MAPPEN – onlineintegrated curriculumplatform – $8,000





• All teaching/learning programsincorporate some aspects ofactive learning pedagogies intoinstructional design.

syllabus outcomes and the development ofscaffolded, shared assessment tasks designed tosupport 95% of all students meeting stageappropriate learning expectations.

• Every student has access andthe skills to use a device atschool to support high–qualitylearning, connecting school tohome

Implementation of a 1–1 Laptop program in twoStage 3 classrooms to implement innovativepractice .

Access to laptop banks for additional Stage 3classes.

Implementation of Google Classroom as sharingplatform in Stage 3 classes.

Use of Google Classroom to enhance home schoolcommunication.

Use of 21st Century learning pedagogies includingflipped classroom and inquiry based learningproject to support innovative practice and individualstudent progress.

Policy developed to implement BYOD policy rolloutin 2017.

New techology purchased for use in Stage 3classes to support high–quality learningexperiences.

$25 700 Computers

$19000 Interactive Panels

$6700 Teacher relief

• The principals and leadershipteams of each school in theKincumba Learning Communityincrease performance on theMiddle Years (5–9) TransitionMatrix to Level 5.

Differentiated and personalised learning is evidentthroughout the middle years (Year 5–6), asindividual student data includes accommodationsand differentiated learning experiences to matchstudent need.

Student wellbeing and academic success aresupported by teams of teachers across the middleyears through provision of SEL curriculum andconsistent PBL focus.

Students across the middle years participate in anongoing planned student wellbeing program to buildresilience and enhance relationships andconnectedness with school.

Students are supported to manage their transitionand to develop independent learning and reflectionskills.

Students are involved in a planned sequence ofactivities to assist in their transition to high school.

Regarding transition to high–school for Year 6students, a higher level of support was provided fora small group of students identified with additionalneeds based on the Student Risk Screening tool.

• Analysis of Reflection andPlanning Matrix for SchoolCommunity Partnerships isassessed at Level 3 across alldomains

Results of parent surveys indicate that there arestrong school community partnerships in five out ofseven of the feature elements on the SchoolCommunity Partnerships matrix. Based on parentfeedback, the school successfully partners with theschool community in the following strands:





• Analysis of Reflection andPlanning Matrix for SchoolCommunity Partnerships isassessed at Level 3 across alldomains

Communication among Home, School andCommunity, School and Classroom Practices,Parents Helping their Children to Learn, The Role ofstudents in Linking Home and School and ParentsLearning About Children's Learning. Level 3participation was not achieved in the area ofParents as Volunteers, which may be due toDepartment changes to the process andprocedures for volunteers in school. The school didnot meet Level 3 expectations in the area ofWorking with the Community. This reflects the trendin 2015 data which indicates the school could moreeffectively seek opportunities for local industry,educational and community links.

• An increase in the school’sonline presence and a resultingincrease in community use of thewebsite, school app and socialmedia, along with a capacity toincorporate digital technologiesinto school communications.

Data from the Department of Education WebsiteManagement program indicates a 25% increase incommunity use of the school website in the last 12months. Teachers are more regularly usingSkoolbag to communicate school events to thewider school community following professionallearning and all teachers indicate growth in theirconfidence and ability to incorporate digitaltechnologies into school communications. Therewas a 30% increase in push alerts sent in the lasttwelve months with an average of 13,000 pushalerts sent per month in 2016.

Based on the results of a parent survey on the KPSwebsite, 53% of parents surveyed accessed the siteregularly (at least once a week). 50% of theseparents noticed a change in the school website overthe last 12 months and 93% of parents found thewebsite useful in keeping parents and familiesinformed of school activities, agreeing that theschool website was productive in promoting positivehome/school learning partnerships.

$2000 Parenting Ideasonline membership, YCDIonline parent membership,website costs

Next Steps

• Professional learning (PL) for teachers in using technologies to support active learning and instructional design. • Consolidate BYOD program through analysis of take up rates by parents in 2017 and the development of BYOD

into Stage 2. • Research BYOD best practice including implementation of a digital boot camp early in Term 1 each year for Stage

2 and 3. • Increased online communication and connection between home and school. This involves the use of active

classroom pages, Skoolbag app and the school website. All staff to participate in professional learning to improvetheir skills in web–page management, ensuring all school web–pages are up–to–date.

• Further professional learning in establishing academically accountable goals for individual students through thePLP process, setting clear targets against key learning outcomes, developing and targeting appropriate curriculumoutcomes with personally targeted teaching and learning strategies to communicate knowledge and key skills anddeal with different paces of learning and working to remove barriers to learning, including fostering the bestpossible conditions for learning with the help of parents, families,support staff and community agencies.

• Ongoing PL for teachers in the use of the Department of Education website management. This will involvethe development of class and stage web–pages as well as the development of recommended inclusions in classweb–pages to ensure consistency of communication across the school and optional PL for teachers to build skillsto manage class web–pages.

• Utilisation of digital aspects of the literacy continuum to improve keyboard skills for Early Stage 1 and Stage 1students. This will assist in preparation for NAPLAN online testing.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Norta Norta funding was utilised to hire ateacher to work in supporting Aboriginalstudents in the classroom. This raised studentengagement in learning and also assisted toestablish links with families and community.Attendance of Aboriginal students wasexcellent with only 3 students below 85%attendance for the year.

Funding was used to support Language,Learning and Literacy (L3), a research–basedintervention program for kindergarten andStage 1 students, targeting reading andwriting. This pedagogical approach supportedKindergarten students who did not bring a richliteracy background to their first year ofschool. All Aboriginal students achievedresults in expected clusters in the literacycontinuum.

$15,658


L3 L3 Stage 1 TeacherRelief + Norta Nortateacher employment

English language proficiency A teacher was employed in Term 1 to provideconsultancy and programming support toteachers with students who additional needsin English language proficiency.

This support assisted teachers to: • understand about areas of the AustralianCurriculum that EAL/D students may findchallenging and why • identify where their EAL/D students arebroadly positioned on a progression ofEnglish language learning • understand students’ cultural and linguisticdiversity, and the ways this understandingcan be used in the classroom • use teaching strategies supportive of EAL/Dstudents • access to additional relevant and usefulsupport for teaching EAL/D students.

$6757 – Strategic Direction2 Employment of teacher

Low level adjustment for disability Kincumber Public School employed 2full–time and 3 temporary Student Learningand Support Officers (SLSO). These SLSOsworked with students with additional learningneeds in support and mainstream classes toassist teachers and students achieve learninggoals. A small number of students receivefunding support from outside the school andthe remaining students are funded throughthe school, in order to meet academic, socialand emotional goals.

SLSOs delivered small–group Tier 2programs including, MiniLit, PreLit andSeasons For Growth.

All teachers, full–time SLSOs and theprincipal successfully completed 20 hours orprofessional learning in UnderstandingDyslexia and Other Significant ReadingDifficulties. Tiered Classroom InterventionPlans were developed from this PL and allstudents who require additional readingsupport have individualised plans.

$141,036 includes:

1.0 Learning and SupportTeacher

Teacher relief

SLSO employment forLearning Support andMinilit/PreLit $20 160


Low level adjustment for disability Practices and systems have been developedto document requirements and effectivelycollect data for the National Collection ofConsistent Data (NCCD) and to ensurecollaboration with families.

$141,036 includes:

1.0 Learning and SupportTeacher

Teacher relief

SLSO employment forLearning Support andMinilit/PreLit $20 160

Quality Teaching, SuccessfulStudents (QTSS)

Kincumber Public School has strengthenedcollaborative practices in stage teams. Stagemeetings have focussed data discussionsutilising effective mentoring and coachingpractices to provide constructive feedback toindividual teachers on lesson delivery,programming, assessment and classroommanagement. Successful achievement ofPerformance and Development Plan goalswas reviewed at individual meetings.

0.345 FTE staffingallocation


Release for AssistantPrincipals

Socio–economic background Funding was used to support Language,Learning and Literacy (L3), a research–basedintervention program for kindergarten andStage 1 students, targeting reading andwriting. This pedagogical approach supportedstudents to achieve results in expectedclusters on the literacy continuum.

$29,871

see Strategic Direction 1

Support for beginning teachers Funding was used to build a negotiatedrelease from face to face timetable forpermanent beginning teachers to have timefor lesson preparation and classroomadministrative tasks, time to observe otherteachers and be observed and to meet withsupervisors, mentors and carers.

All have been successfully accredited.

$24,500


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 214 232 227 236

Girls 203 204 207 207

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.7 95.6 95.6 95.7

1 93.9 93.3 91.4 94.7

2 96.2 95.2 93 93.7

3 95.4 95.6 93.1 94.1

4 94.3 94.2 93.3 94.3

5 94.2 94.8 93.3 94.5

6 94.4 95.1 92.8 93.2

All Years 94.8 94.8 93.2 94.3

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 16.58

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1

Teacher Librarian 0.8

School Administration & SupportStaff

5.22

Other Positions 1.17

*Full Time Equivalent

In 2015 one Indigenous staff member was permanentlyappointed to the school. When engaging staff foridentified Indigenous positions, the school consults withthe local AboriginalEducation Consultative Group(AECG)

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 92

Postgraduate degree 8

Professional learning and teacher accreditation

All professional learning (PL) undertaken was linked toDoE and school priorities, teacher identified and careerdevelopment learning goals and statutory complianceand policy training. In 2016 the school prioritiescontinued to be: • high quality core instruction for all learners; • differentiation through evidence–based

interventions for students not meeting targets,including use of data;

• individualised interventions for students withadditional learning needs; and

• optimise the social and emotional capabilitiesrequired to be a successful learner.

Key professional learning activities included: • training teachers to facilitate literacy and

numeracy professional learning programs in


Taking Off With Numeracy (TOWN) for Year 3 to6 staff, Focus on Reading (FoR) for Year 3 to 6staff and Language, Learning and Literacy (L3)for Kindergarten to Year 2 teachers;

• Positive Behaviour for Learning Tier 2Interventions:

• blended online and face–to–face course onUnderstanding Dyslexia and Other SignificantReading Difficulties;

• Words Their Way – a word study approach tospelling; and

• Learning Management Business Reform (LMBR).Key compliance training included: • Child Protection • Work Health and Safety • Code of Conduct • Performance and Development Framework

All these PL activities were undertaken at weekly staffor stage meetings, at scheduled school developmentdays in Terms 1, 2, and 3 or teachers were releasedfrom class. In 2016: • Three fulltime teachers and one temporary

teacher were working towards Board of StudiesTeaching and Education Standards (BoSTES)accreditation;

• One temporary teacher required accreditation atProficient level; and

• Two casual teachers gained accreditation atProficient level

Average expenditure on PL for twenty–five teacherswas $765.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Income $

Balance brought forward 218 569.53

Global funds 105 985.46

Tied funds 151 720.98

School & community sources 85 309.31

Interest 2 350.61

Trust receipts 2 969.35

Canteen 29 822.46

Total income 596 727.70

Expenditure

Teaching & learning

Key learning areas 37 494.45

Excursions 5 724.64

Extracurricular dissections 28 991.63

Library 6 713.70

Training & development 1 418.01

Tied funds 115 222.57

Short term relief 33 323.94

Administration & office 34 955.94

School-operated canteen 28 411.72

Utilities 19 837.67

Maintenance 2 454.91

Trust accounts 3 448.10

Capital programs 0.00

Total expenditure 317 997.28

Balance carried forward 278 730.42

The information provided in the financial summaryincludes reporting from 13 May 2016 to 31 December2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 726 808.90

(2a) Appropriation 622 770.64

(2b) Sale of Goods andServices

50 398.72

(2c) Grants and Contributions 52 044.91

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 594.63

Expenses -497 546.84

Recurrent Expenses -497 546.84

(3a) Employee Related -282 679.48

(3b) Operating Expenses -214 867.36

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

229 262.06

Balance Carried Forward 229 262.06

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

In 2016, school administration staff and the principalwere trained to implement the Department ofEducation's new student management andfinance system, Learning Management and BusinessReform (LMBR). The Finance in Schools Handbook isthe accounting manual that provides guidance for staffto ensure that financial transactions and managementcomplies with legislative requirements and accountingpronouncements. The key financial management andauditing legislation in the New South Wales publicsector is the Public Finance and Audit Act 1983.

Financial summary equity funding

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

2016 Actual ($)

Base Total 2 726 505.17

Base Per Capita 23 405.40

Base Location 0.00

Other Base 2 703 099.77

Equity Total 193 324.44

Equity Aboriginal 15 658.48

Equity Socio economic 29 871.33

Equity Language 6 757.75

Equity Disability 141 036.88

Targeted Total 422 824.23

Other Total 188 772.58

Grand Total 3 531 426.43

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

School-based assessment

Students in Kindergarten to Year 2 met the stateexpectations for all aspects of the literacy continuum,achieving particularly well in Reading. Data indicatesthat students in kindergarten to Year 2 are just short ofthe expectations in writing, with the number of studentsachieving targets in writing declining by 5% fromKindergarten (82%) to Year 2 (77%) in 2016.

Students in Stage 2 and 3 continue to meet targets inliteracy, as recorded on PLAN data, with 91% of Year 6students finishing primary school achieving at or aboveexpected levels in literacy.

Students in K–2 are achieving expected standards innumeracy based on the continuum. Ninety–three percent of kindergarten students achieved at abovestandard, 88% in Year 1 and 90% in Year 2. Numeracystandards in Year 3 and 4 meet the state expectationswith 87% of Year 3 and 94% of Year 4 studentsachieving state recommended levels. Year 5 and Year6 achieved below state expectations with only 80% and79% of students achieving at or above expected levelsin numeracy.

MiniLit is an evidence–based, effective andcost–effective early literacy program. It is a practical,systematic, explicit and effective model for teachingreading skills. Twenty–one students completed thiscourse in 2016. Twelve students from Kindergartencompleted the PreLit program. This program isdesigned to complement a play–based learningenvironment and provides children with a soundfoundation for learning to read. MultiLit (Making Up Lost


Time In Literacy) is for the older students at the school. This program is 1:1 with the Learning and SupportTeacher and 6 students completed this intensivecourse in 2016.

School reading levels for 2016 were pleasing with thetarget of 85% of students meeting or achieving aboverecommended levels in all grades.

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 2016 the percentage of students In Year 5 who wereat proficient level across literacy and numeracy washigher than the state percentage with the exception ofspelling which was only 1% lower. In Year 3, however,the percentage of students who were at proficient waslower in every aspect. In Reading, Writing andNumeracy the percentage difference was within 3 – 4percentage points, except in Spelling and Grammarand Punctuation which were ten to twelve percentagepoints lower than state.


In 2016 Kincumber Public School had 60.7% of theYear 5 students achieving greater or equal to expectedgrowth.

In Bands 6, 7 and 8 there was a 16.6% improvementbetween the 2015 Year 5 results and 2016 test results.

Another pleasing result was the reduction in Year 5students only achieving in the lowest two bands by20.3%.

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: Improvingeducation results and State Priorities: Better services –Improving Aboriginal education outcomes schools arerequired to report on students in the top two NAPLANbands in reading and numeracy.

1n 2016 in Year 3 Reading, the percentage of studentsin the top two bands was: • School – 48.5% State (All students) – 51.8%

1n 2016 in Year 3 numeracy, the percentage ofstudents in the top two bands was: • School – 35.5% State (All students) – 38.7%

1n 2016 in Year 5 Reading, the percentage of studentsin the top two bands was: • School – 46.1% State (All students) – 38.6%

1n 2016 in Year 5 numeracy, the percentage ofstudents in the top two bands was: • School – 32.8% State (All students) – 30.5%

The number of Year 3 and Year 5 Aboriginal studentswho sat NAPLAN in 2016 was less than ten and,therefore, not reportable.

Parent/caregiver, student, teachersatisfaction

Parent/Caregiver Satisfaction

The collation of data collected through parent surveysindicated that over 90% of surveyed parents agree thatteaching and learning experiences at KPS reflect thecultural and social values of the community with 50% ofparticipants in the survey indicating that they definitelyagree that they feel welcomed into the school. Theother 50% of participants somewhat agreed with thisstatement. None of the participants indicated that theydid not feel welcome in the school. Parent surveysindicate that whilst the school community agrees thatthere are multiple ways in which parents and schoolstaff can interact and share information, parents feelthat school jargon and technical terms could beexplained more effectively.

Teacher Satisfaction

Teacher confidence in leadership has increased. TheTell Them From Me (TTFM) teacher survey showed aleadership score of 7.6 in 2016 compared with 7.3 in2015. This is the third consecutive year of growth inthis area, indicating that teachers have a higher degreeof confidence in the school executive. Areas that wereconsidered in this report include, support to establishchallenging and visible learning goals for students, thecreation of new learning opportunities for students,support to improve teaching, provision of guidance formonitoring students and providing support duringstressful times.

The TTFM teacher survey indicated evidence of astronger learning culture with a score of 8.4 in 2016compared with a score of 8.2 in the previous year. Learning culture considers giving written feedback ontheir work, increased discussions with studentsregarding barriers to learning and learning

goals. Increase was demonstrated in the areas of anincrease in student engagement in class activities andacknowledged increase in having high expectations ofstudents.

Kincumber Public School achieved above stateaverages in the TTFM teacher survey in the areas ofparent involvement, leadership, collaboration, learningculture, inclusive school, teaching strategies and datainforms practice. Technology was the only area thatwas below state average. A key area for developmentin this area is to allow students to track their progressusing technology to achieve goals, and also givingstudents the opportunity to use technology to analyse,organise and present subject matter.

Student Satisfaction

The Tell Them From Me student survey measures 20indicators based on the most recent research on schooland classroom effectiveness. The data from 156students from Years 4, 5 and 6 indicates that the schoolis performing at a higher level than the average of NSWPublic Schools in a number of domains, particularly inthe area of wellbeing. Eighty–two per cent of studentsin this school had a high sense of belonging. The NSWGovernment School norm for these years is 81%. Theresult was slightly higher for girls at KPS with 83% ofthe girls and 80% of the boys in this school with a highsense of belonging. The NSW Government Schoolnorm for girls is 81% and for boys is 81%. At KPSstudents articulated that they have friends at schoolthey can trust and who encourage them to makepositive choices. In this school, 87% of studentsarticulated that they had positive relationships. TheNSW Government School norm for these years is 85%.This result was significant when looking at the genderspecific breakdown with 90% of the girls and 84% ofthe boys in this school had positive relationships. TheNSW Government School norm for girls is 88% and forboys is 83%.

Ninety–four per cent of KPS students believe thateducation will benefit them personally andeconomically, and will have a strong bearing on theirfuture. Of note was the high percentage of studentswho identified that they demonstrate positive behaviourat school. In this school, 88% of students had positivebehaviour. The NSW Government School norm forthese years is 83%. This may be attributed to thestrong PBL focus at Kincumber Public School.

Students in Year 4 were particularly positive, with 100%of students in Year 4 nominating that they try hard intheir learning. The Government School norm is 88%.When looking at students from Years 4, 5 and 6, 90%of the girls and 89% of the boys in this school tried hardto succeed. Pleasing results were also evident in theTTFM student survey with a reduction in the number ofstudents who indicated that they have been victims ofbullying in 2016 compared to 2015.

Regarding our Aboriginal students at Kincumber PublicSchool, seventy–six per cent of Aboriginal studentsindicated that they feel good about their culture whenthey are at school. The remaining 24% neither agreednor disagreed. No students identified that they did not


feel good about their culture when they are at schoolwith 53% of students indicating that their teachers havea good understanding of Aboriginal culture whilst 41%neither agreed or disagreed and 6% of studentsdisagreed with this statement.

Policy requirements

Aboriginal education

All Aboriginal students have a personalised learningplan (PLP) which sets enabling goals includingattendance, behaviour and social–emotional goals aswell as a literacy and cultural goal. They are developedin consultation with parents and reviewed regularly.

Lessons on Indigenous cultures form part of learning inall classrooms, Acknowledgements of Country aregiven at school gatherings, Reconciliation and NAIDOCWeek are celebrated and the Aboriginal Flag is flowndaily. Professional learning was undertaken by somemembers of staff to support teachers and in order toenhance the writing of PLPs and develop greaterunderstanding of Indigenous learners.

Our local Aboriginal Education Consultative Group,Tjudibaring AECG, met regularly throughout the yearwith good attendance from families and teaching stafffrom Kincumber Public School and other schoolsaffiliated with the AECG.

Multicultural and anti-racism education

Harmony Day was again celebrated with a schoolassembly and a crazy sock day to raise money forStewart House. Classroom activities led up to the dayand lessons were linked to units on Identity.

The school participated in the 5 Lands Walk whichhighlights tourism and cultural diversity on the CentralCoast. The school providing hand–made decorationsthat could be placed on the beach at MacMasters bythe walkers.

Anti–Racism education is built into the school’s PBLframework. There is an Anti–racism Contact Officer atthe school if needed.

Other school programs

Student Voice and Leadership

Kincumber Public School provides numerousopportunities for school leadership. It is a strongly heldbelief of the school that students don’t have to be ahouse captain or school captain to be consideredleaders.

We encourage our students to be leaders in theclassroom and playground, through their support forother students, or their involvement in academic,sporting, cultural or community events and projects.

Kincumber Public School extends leadershipopportunities to many students through: • School captain and leader team • House and Vice House Captain Team • Junior Positive Behaviour for Learning Team • Turtle Team • EcoWarriors • Worm Farm Team • Year 3 and Year 6 Buddy program • PlaySafe Leader program • Sports shed monitors • Library Monitors

Student voice is actively encouraged at KincumberPublic School through the Junior Positive Behaviour forLearning Team and Turtle Team. Both teams areintegral parts of our school and meet to discuss issuesguided by staff mentors.

Environmental Education and Sustainability

Kincumber Public School participated in manyenvironmental initiatives during 2016. Our staff andseveral students were represented at the Central CoastCouncil Environment awards. Here our school wasrecognised for their focus on the environment.

Our EcoWarriors highlighted the importance of reducingrubbish by promoting our ‘Trash Free Tuesdays.’ Students received raffle tokens for bringing zerorubbish to school on this day. A grant was received tohelp promote this in our community where a banner hasbeen purchased to display our dedication to thisprogram.

The Turtle team had a stall at the 2016 SchoolFete. Environmental awareness was raised throughcommunity discussions and rock paintings for a goldcoin donation. The Turtle team participated, devisedand presented at an interschool workshop with Take 3to develop an environmentally friendly program.

Sport and Art

Art Show

During 2016 Kincumber PS held a very successful ArtShow as part of the school fete. Each class contributedan innovative piece of Art which parents were able topurchase as part of the fundraising efforts on the day ofthe fete.

Debating 2016

The Kincumber Mountaineers entered the Premier'sDebating Challenge with six Stage 3 students. Theteam attended a workshop in March at Bateau Bay PSto refine their skills. They also worked hard in lunchtimes to prepare. During the year they competed in twoaway debates (Empire Bay PS and Pretty Beach PS)and hosted two at home (Umina PS and Ettalong PS).The team won two debates and lost two and madeextensive progress in their debating skills.

Public Speaking 2016


Each class across the school hosted Public Speakingcompetitions with free choice topics. Students werechosen to compete in Stage Finals. Two students fromeach Stage were then chosen to represent KincumberPS at the interschool final held at Avoca Beach PublicSchool. An Early Stage 1 and Stage 2 student wonhighly commended awards. Students across K–6 haveimproved Public Speaking skills and are enthusiastic toparticipate in 2017.

School Spectacular

Again in 2016 Mrs Donna Judd was part of theProduction Team for The Arts Unit Schools Spectacular2016. A total of 5,322 NSW public school students tookpart in a historic moment when they achieveda GUINNESS WORLD RECORDS™ title for theLargest Amateur Variety Act!

Sport

Despite not having any PSSA knockout teams entered,we had 3 students make it into Sydney NorthRepresentative teams for girls' cricket (Jade Day)soccer (Riley Davies) and Rugby Union (DylanJackson0. All three teams made it to the NSW statefinal and the cricket and soccer teams won to becomethe NSW State Champions. Kincumber won the ZoneAthletics Carnival for the first time in many years. Thiswas greatly aided by the in school athletics programthat Stages 2 and 3 ran prior to the carnival which ledto considerable improvement in skills.

Dance

During 2016, 4 dance groups were successful in theirauditions to perform at the Central Coast DanceFestival held at Laycock St Theatre. Kincumber PS wasrepresented by a Kindergarten, Stage 2 girls, Stage 2 &3 boys and a Stage 3 girls dance group.

The Stage 2 and Stage 3 girls dance groups, alongwith the school choir, represented the school at theKincumba Shines performances held at KincumberHigh School.

Our school choir and the Kinder dance groupperformed at The 5 Lands Walk. A group of ourindigenous students performed in the cultural dancedisplay at the 5 Lands Walk.

Regional Art Competition

Our Indigenous students worked collaboratively onpieces of art to enter the Gosford Regional Gallery’sReconciliation Art Competition. Their work wasawarded second place.

Multicategorical Support Classes

With the establishment of a second multi–categoricalsupport class beginning Term 1 2016, a specialeducation teacher was appointed to the position. Thereare now two multi–categorical support classes at theschool, delivering appropriate teaching and learningprograms to students with moderate to high and

complex needs who live within a proximal geographicalarea.

Twelve students are enrolled in the two support classesand each class has a full time School Learning SupportOfficer appointed to support the full range of learning,social/emotional and health care needs of the students.

The special education teachers work collaborativelywith the appropriate Assistant Principal Stage leader inthe delivery of quality teaching and learning programs.This strategic direction ensures a strong curriculumfocus and alignment with whole school initiatives inteaching and learning.

Some students successfully integrate into mainstreamclasses for selected Key Learning Areas, followingparent consultation. All students integrate into a rangeof school programs, including assembly, sport andannual excursions. Participation in a range ofextra–curricular activities is promoted, with one studentconfidently singing a solo in the final school musicprogram during a full assembly.

The two classes access Riding for the Disabled inTerms 1 and 3 on alternate weeks. This programprovides the students with an excellent opportunity toparticipate in an outdoor social activity that promotesfriendship, balance, posture and general wellbeing.


2016 kincumber public school annual report · 2017. 5. 3. · introduction the annual report for...

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