2016 nambucca heads public school annual report the annual report for 2016 is provided to the...

Nambucca Heads Public SchoolAnnual Report

2016

2696

Printed on: 3 May, 2017 of 17 Nambucca Heads Public School 2696 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Nambucca Heads Public School (NHPS) as an account ofthe school's operations and achievements throughout the year. It provides a detailed account of the progress the schoolhas made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines thefindings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to allstudents from the expenditure of resources, including equity funding.

Nambucca Heads Public School

What an enjoyable and satisfying year we have had at Nambucca Heads Public School, we are all very proud of ourschool.

We have a proud strong culture here at “The Red School”, many parents and grandparents of current students attendedNHPS themselves, this is a core reason for this culture. Our teachers and support staff are such a hardworking anddedicated group, our 2 music bands, daily breakfast program, Personalised Learning Plans, school concerts and specialevents all happen because our staff and parents work extra hard to make these things happen.

The leading action taken by the school in 2016 was the development of the Nambucca Heads Public School visionstatement. In consultation with the school community we talked through the vision that we had for our school and wecame up with a statement that we believe captures who we are, where we have come from and clearly outlines ourcommitment to education in the future:

Nambucca Heads Public School Vision Statement: Nambucca Heads Public School is an outstanding school, ourteam is proud of our strong culture, high expectations and successful learners. We cater for the whole child and everysingle person in our learning community is welcomed, valued and included. Our future focused learning design enablesstudents to be resilient, persistent and confident learners.

This statement was completed at the end of the 2016 and took the entire year to develop, it now guides us in ourdecision making processes and in our focus on school improvement.

School Excellence Framework

Coinciding with the development of our vision statement we invited 4 Principal School Leaders from across the state tohelp us complete our self assessment using the School Excellence Framework. This process was completed during a 2day visit by the PSL's and several staff meetings .As a result of this process we identified the following:

Nambucca Heads School Excellence Framework Self–Assessment 15/03/2016

Commendations:

•Positive welcoming culture within the school

• Talented, dynamic teaching is evident across the school

• Students are the focus for all staff

• Staff are very hardworking and clearly committed to the school improvement process

• Staff approached the SEF self–assessment process professionally

• Students and staff are clearly proud of their school

• Students behaviour and respectfulness was at a very high standard

• The process of self–evaluation was a positive process and an important one to go forward from

Affirmations

• The school is in a great position to achieve improvement from, quality staff are present across the school and a calmand orderly learning environment is in place. This is a great opportunity to re–brand the school, to be innovative and togo forward with 21st century learning

• The current PBL across the school is great example of teacher led school initiatives and provides a quality school wide


approach to continue to improve from

• The development, and ownership of the school vision to lead the direction of the school is underway, and an anotherintegral step in achieving continual school improvement

Recommendations:

• Develop school wide collaborative systems to enable shared professional learning, innovation, and differentiation ofstudent learning

• The continued development and ongoing use of the behaviour database, assessment schedule and associatedassessment database is an essential step in the achievement of the analysis, discussion and effective use of data toimprove student learning

• Clarification and articulation of systems, and pedagogical models across the school

• Curriculum coordination and scope and sequences need to be developed school wide

The Next Steps

After gathering this information we were then able to identify the key actions that we would take to achievethese recommendations. The three key strategic actions for 2016 became:

Our Pedagogical Framework

The development of the Professional Learning Community (PLC) which outlines the way we design our learning and setout the process to make sure that every student in the school is being cognitively challenged. We all follow this processnow and staff have been released once per fortnight to work together to enable shared professional learning, innovation,and differentiation of student learning. We also allocated time for teachers to meet with parents and students to setindividual learning goals for every student in the school through our Personalised Learning Plan Meetings. These tookplace over about 30 days for the year , NHPS committed $20000 to making sure teachers had the time they needed tomeet with every parent in the school. A key mechanism to support this process was to clarify our assessment scheduleand process for the whole school . We then developed a method of storing and evaluating our student learning progress,this is now called our School Assessment Database.

The feedback from parents showed 85%+ parents saying that they strongly agreed or agreed that the PLP’s were helpfulfor them and their children. More than 175 surveys were completed for the PLP's which is an outstanding effort in itself.

A Positive Learning Environment – an increased focus on Positive behaviour for learning (PBL)

We already knew our students were fantastic and that behaviour was quite good but we were aiming for this to beoutstanding (this comes from our new vision statement). To do this we continued our professional learning for Kidsmatterand increased our emphasis on our PBL meetings. We focused on improving our school wide processes and actionstaken by all staff to ensure we have a positive and engaging learning environment. The first step in this process was todevelop a behaviour database to ensure we captured all the behaviours that were happening in the school . Thiscombined with our anecdotal feedback enabled us to make evidence based decisions about where to focus our energyand resources. This was an amazing learning experience for us all, we counted the number of Win Bins (which gave usan indication of how many positive conversations were occurring between students and teachers), Gotcha's and incidentreports.

This journey has been highly informative for our school , and as a result our Wellbeing Team added a new value to ourcore school values. We now focus on excellence as well as safety, honesty and respect. This focus has made a hugedifference to our school and students are now aiming to achieve excellence in everything that they do. Alongside thisfocus on excellence we also started to talk about “growth mindsets”, which is all about believing that you can! That it’s okto make mistakes as long as you are doing your best! Our students have been such champions in trying to do both ofthese and as a result our learning culture continues to improve. At the same time that we brought in the excellence valuewe also started to record a lot more information about what is happening in our school in regards to communication slipsand Win Bins, we now look at detailed data each week to lead our decision making in the Wellbeing PBL Team. This hashelped us develop our 2017 commitment to more sporting opportunities, increased organised games for our students onthe playground, our morning movement program and our Healthy Minds Healthy Bodies Partnership with the P and C.Our Parents and Citizens (P and C) team have been a pleasure to work with in 2016, we started small and kept ongrowing. Now we have a strategic plan that will help us allocate resources to ensure your children are getting the bestpossible education. I strongly encourage all parents and carers to become part of the P and C, we keep our meetingsshort but we make big contributions to the school!


The PBL Team has certainly put a lot of things in place to ensure that every single person in our school community feelswelcomed, valued and included. Our PBL implementation was externally evaluated during 2016 and received a 98%rating for implementation which is outstanding. As we move into 2017 the PBL Team is stronger then ever with parentalinvolvement and plans to include our students in the team in the future.

Our School Vision

We developed our vision! We needed to know where we were going, and whilst developing this vision we also were ableto identify the key actions listed above. A very important part of the vision was staff being able to identify what each ofthe key ideas within the vision statement meant, and what are the things we do each day at school to make this so. Youwill see that there are several main ideas, each of these have actions that we take in our annual plan to make sure weare working towards achieving our vision.

• outstanding school • team • proud of our strong culture • high expectations and successful learners. • We cater for the whole child • every single person in our learning community is welcomed, valued and included • future focused learning design enables students to be resilient, persistent and confident learners

As part of our focus on making sure all members of our school community feel welcomed valued and included we alsoset up an Indigenous Advisory Group and committed to making our NAIDOC Week celebrations huge! We broughtGumbaynggirr language and art back into our school and we completed an Indigenous Community Partnership Planwhich identified our goals for our indigenous education for all students. Again we conducted surveys with all of ourindigenous families about what they hope to see happening in school for their children. The feedback was so productiveand positive and we want to thank all of our families and contributors to the Advisory Team.

When we talked about the "whole child" in our vision statement development we talked about catering for all of thedifferent personalities and learning needs. As a result we will again invest in: quicksmart, passive play, more organisedsporting opportunities for our students, lunchtime Passive Play in 2 locations, 2 Bands (Woodwind & Rock)Tournamentof Minds, and an increase in leadership opportunities.

Reflection

As we look at what has been achieved in 2016 it is hard to believe that so much has happened. All of these actions haveset up our school to be able to accurately evaluate our student progress and to make informed decision about theirindividual learning needs. With our vision guiding us we are now well placed to continue to improve as a school into thefuture. During 2017 we will spend most of the year embedding what has begun in 2016, using the processes we have setup to look closely at our students progress and making sure that our school continues to be the welcoming, happy andproductive learning environment.

Phil Maunder

Principal

School contact details

Nambucca Heads Public SchoolRidge StNambucca Heads, 2448www.nambuccahd-p.schools.nsw.edu.aunambuccahd-p.School@det.nsw.edu.au6568 6411


School background

School vision statement

Nambucca Heads Public School is an outstanding school, our team is proud of our strong culture, high expectationsand successful learners. We cater for the whole child and every single person in our learning community is welcomed,valued and included. Our future focused learning design enables students to be resilient, persistent and confidentlearners.

School context

Established in 1884, Nambucca Heads Public School is located on the Mid North Coast of NSW. We are a K–6 schoolwith an enrolment of 284 students. Students come from a range of socio–economic backgrounds, with approximately22% identifying as Aboriginal. We have 11 classes that are supported by a Principal, a Deputy Principal, three AssistantPrincipals and twenty six teaching, support and office staff. We have a strong culture and tradition of providing qualityeducation and offer a wide range of opportunities for children. NHPS Is an Early Action For Success School (EAfS). Wealso have a Professional Learning Community (PLC), Quicksmart and are a Positive Behaviour for Learning (PBL)school. Nambucca Heads Public School has a valued place within the traditions and culture of the community and enjoysloyal community support. The school fosters close relationships with four feeder pre–schools and Nambucca Heads HighSchool. Joint initiatives are undertaken with Nambucca Heads High School and others in the Valley 10 Community ofSchools. The school has an active Parents and Citizens Association and Aboriginal Advisory Group.

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. 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.

Our self–assessment process assisted 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

The findings from our school self–assessment using the School Excellence Framework, school achievementsand the next steps to be pursued are embedded throughout this report.


Strategic Direction 1

Excellence in teaching and learning

Purpose

To have a clear, coordinated, evidence based pedagogical approach to learning design.

Overall summary of progress

Professional Learning Community Implementation – Early Action For Success PLC School wide Pedagogical Approach

Our Professional Learning Community Implementation has occurred during 2016 with teachers now following thepedagogical model for our teaching and learning cycle. Teachers have self evaluated their progress in thisimplementation.

School Excellence Framework self assessment indicated that the PLC Pedagogical framework provides evidence for thefollowing progressive movements across the framework:

• There are systematic policies, programs and processes to identify and address student learning needs. (LearningElements – Curriculum and Learning). In this area Nambucca Heads Public School progressed from fromWorking Towards Delivering to Sustaining and Growing through the PLC.

• Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of theirown teaching practices (Teaching – Effective Classroom Practice). In this area Nambucca Heads Public School progressed from Delivering to Sustaining and Growing through the PLC.

• Teachers Incorporate Data Analysis in their planning for learning and Assessment instruments are used regularlyto help monitor student learning progress and to identify skill gaps for improvement (Teaching – Data Skills andUse) In this area Nambucca Heads Public School progressed from Woking Towards Delivering to Sustaining andGrowing through the PLC..

• Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particularstudent groups. (Teaching – Collaborative Practice). In this area Nambucca Heads Public School progressed fromWoking Towards Delivering to Sustaining and Growing through the PLC..

Personalised Learning Plans (PLP's) for every single student

A school wide assessment schedule, assessment results database were completed in 2016. These have been usedalong with NAPLAN and PLAN Data to develop cohort progress targets for all student in English and for Early Stage 1and Stage in English and Maths. This data was used to develop evidence based personalised learning plans for everystudent in the school.

School Excellence Framework self assessment indicated that the PLP's provides evidence for the following progressivemovements across the framework:

Parents have an understanding of what their children are learning and receive regular information to support progressionto the next level. In this area Nambucca Heads Public School progressed from From Working Towards Delivering toSustaining and Growing through the PLP implementation.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Parent and Student Survey 70% Of parents participated in PLP Meetings withteachers in Term 1 and 3.

63% Of parents completed feedback surveys toprovide feedback on the PLP meetings (165surveys completed)

90%+ of parents provided stated that they stronglyagree that the PLP’s are informative and will helpthem with their child’s learning. 10% of parentsagreed, meaning the PLP”s have 100% supportfrom surveyed parents.

$ 20 000





Positive Behaviour for Learning(PBL) School Evaluation Tool(SET)

External Evaluation of Positive Behaviours forLearning provided an implementation score of 98%

$20 000

Behaviour database Behaviour Database completed and used to leadPBL Meetings.

Positive Behaviour Data shared with staff andparents regularly.

Clear positive change in school behaviours,interactions and culture.

$ 5000

Next Steps

Our 2016 baseline data indicates that a focus on writing through our Professional Learning Community process needs tooccur during 2017. We are aiming for a 5% improvement of students meeting minimum standard. Baseline data andcollection tools and processes have only been developed during 2016 and therefore localised data is not able to be usedto accurately set targets at this point. This will improve during 2017 now that we will have accurate and consistentassessment processes and the ability to track student progress for all stages.

Staff Survey Data on their PLC Process Implementation indicated that all teams felt that they had successfullyimplemented the framework but that there were clear gaps in our consistent assessment processes, development ofassessment matrices and stage wide learning intentions and success criteria. Staff feedback indicated a need to go backthrough the PLC Process Sequence designed at the beginning of 2016 for 2017.

Parent Survey Data from PLP Surveys Indicated that parents wanted to know more about their children's learningprogress in other areas (not just English and mathematics). This adjustment was made for the Semester 2 surveys andfeedback data indicated that this was addressed. For 2017 we have now added a question to the surveys to gather dataon students learning confidence and willingness to take risks as learners. This aligns with teacher feedback through PLCsurveys .



Confident, Capable, Caring Citizens

Purpose

To improve student learning experiences by developing students’ resilience and persistence through explicit social andemotional learning (SEL) and cultural awareness.


There were 2 main focus areas for this direction in 2016.

1. Positive behaviours and wellbeing and successful engagement for all students

2. Enhancement of systems and processes to provide the Positive Behaviours for Learning (PBL) and Kidsmatter Teamswith evidence to support decision making and resource allocation.

The following actions were completed: • School wide behaviour database developed which enables detailed behaviour tracking and evidence to lead the

PBL and Kidsmatter actions • Win Bin and Gotcha awards were enhanced to include school values and were also tracked enabling a clear and

purposeful focus on positive behaviours for learning • Regular communication of positive behaviour to staff and school community through staff newsletters, school

newsletters and PBL Team meetings which resulted in improved school culture as per anecdotal feedback • Indigenous Partnership Agreement developed and published • Our Indigenous Advisory Group was developed and met monthly to advise on school indigenous learning focus • One on one phone interviews were conducted with 80% of indigenous families • Indigenous Surveys indicated a need to focus on developing indigenous identity and overall were very positive in

regards to relationships. 85% + score for each response area in regards to relationships • School funded Indigenous Language and Art Program has been implemented with 2 days of art and 1 day of

language per week.External evaluation of our Positive Behaviours for Learning provided an implementation score of 98%, this outstandingresult aligns with positive anecdotal feedback from parents on the learning culture of the school. Positive interactionsbetween students and teachers increased by more than 100% as evidenced by the Win Bin data recorded weekly.




Indigenous Parental Survey One on one phone interviews were conducted with80% of indigenous families.

$1500

Behaviour Data Collection School wide behaviour database developed whichenables detailed behaviour tracking and evidenceto lead the PBL and Kidsmatter actions

$ 3000

PBL School Evaluation Tool External Evaluation of Positive Behaviours forLearning provided an implementation score of 98%

$20 000

Next Steps

During 2017 we will: • Engage a Positive Behaviour or Learning (PBL) consultant to conduct the PBL Stage 2 Analysis. • Trial the Bounce Back Social and Emotional Larning Resources to inform decision making for our social and

emotional learning scope and sequence. • Kidsmatter and PBl teams to combined to become Wellbeing Team in 2017 • Communications processes to be enhanced and streamlined, we have found that the number of communications

recorded was not indicative of negative or positive behaviour. The number of communications recorded actually


indicated how well we were supporting our students and each other to create a safe, happy, calm and orderlylearning environment. In 2017 we will be aiming not to reduce communications regarding behaviour but to increaseour level of communication ad to look even more deeply into what this means for that point in time and how wecan allocate our resources in an efficient way to ensure successful learning can occur.

• Include students in our Wellbeing Team meetings and resulting actions



Targeted and meaningful partnerships – Vision into Action

Purpose

We cater for the whole child and every single person in our learning community is welcomed, valued and included. Theentire school community plays an active role in the schools commitment to achieving our vision. There is a commonunderstand of the link from the vision to the key aspects of the school plan


Throughout 2016 Staff participated in multiple professional learning and consultation sessions to develop the new schoolvision statement. This included the detailed discussion about what each of the key ideas within the statement meant andwhat we would do to bring them to life. The first draft was developed in Term 1 and this reviewed during Term 2 beforebeing taken to the P and C. Once again the key ideas were discussed and their actions clarified. By the end of 2016 thevision statement was completed and was ready to be shared with the school community. The visions statement will leadour strategic discussion and actions into the future.




Personalised Learning PlanSurveys

Visible signage andcommunication of school valuesand vision

TTFM Surveys

Behaviour and AcademicDatabase

See strategic direction 1

Vision Statement Signage order has been placedand signs will be displayed in Term 1 2017

Tell Them From Me Surveys (TTFM) are booked forTerm 1 2017

Behaviour and Academic Database Completed withstudent cohort progress targets set for 2017

$1000

Next Steps

Now that the vision statement has been completed we will display and share this though signage, on school letters,school newsletters and on our website. The vision statement will become a standing item in annual planning. The schoolvision statement has enabled us to continue to invest our resources into the following 2017 programs though our visioninto action strategic goal:

• Our Professional Learning Community (PLC) Schoolwide Pedagogcial Approach (Strategic Goal 1) • Bounce Back Social and Emotional Learning Program • Healthy Minds Healthy Bodies Morning Movement Program • Rock Band and Woodwind Band • Indigenous Education Partnership Language Program • ICT Focus – Embed ICT through curriculum (21st Century learning) • School wide specialist PE Delivery • Personalised Learning Plans (PLP's) for every single student


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Reduction in Indigenous Student suspensionsin Term 4.

Targeted Intervention for all students in Stage3 (Indigenous Employee)

Increased indigenous employees from 1 to 3

NAIDOC Week Event Increased to week longevent

Indigenous Advisory Team Developed andmet monthly

1 to 1 interviews conducted for 80% ofindigenous parents

Indigenous Parents Surveys providedevidence of strong relationships betweenindigenous families and the school (85%+)

Professional Learning in Indigenous Historyand Culture scheduled for staff meetings andstaff development days

Reintroduction of Indigenous language andart (3 days per week)

$67 280

Low level adjustment for disability Targeted Support and Learning for identifiedstudents within the PLC PedagogicalFramework. Development of 79 PersonalisedLearning and Support Plans (PLaSP's)for non funded students.

$133196

Socio–economic background Development of the Professional Learningcommunity and pedagogical framework.

Development of the Nambucca Heads SchoolVision Statement.

Personalised Learning Plans for everystudent in the school.

$152976


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 133 130 144 133

Girls 117 114 134 123

Throughout 2016 student enrolments increaseddramatically. Nambucca Heads Public school has alarge core of long term students who come fromfamilies that have had multiple generations of theirfamily attend the school. This core has developeda proud culture within the school. There is also anelement of transience between each years withfluctuating enrolments over the past 5 years. With theschools enrolment policy now being strictlyimplemented enrolments will decrease over the next 5years.

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.3 94.3 94.7 92.1

1 93.1 91.9 92.7 93.1

2 92.6 92.9 91.5 92.6

3 92.6 92.9 93.2 92.1

4 92.2 91.8 92.7 93.7

5 90.7 92.9 91.7 92

6 88.6 89.3 90.5 92.1

All Years 92.1 92.4 92.4 92.6

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

Student attendance has gradually increased from 92.40to 92.60 meaning that each week there was a total of 2

more students at school across the school. This is apositive step but more improvement is required to meetthe state average of 94%.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 7.82

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 1

Teacher Librarian 0.6

School Administration & SupportStaff

2.62

Other Positions 0

*Full Time Equivalent

Nambucca Heads Public School is well staffed andprovides tiered levelled support for all students. Inparticular we are targeting our indigenous students andindigenous learning through our current School Plan.During 2016 3 indigenous staff were employed todeliver music, language and art programs, thisincreased from 1 staff member in 2015. This equated to3 days per week of learning for our students.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 12

Professional learning and teacher accreditation

Professional Learning: • During 2016 1 staff member completed their

accreditation required. • A major focus for our school was the

implementation of the Professional LearningCommunity (PLC), this in itself is a forum for 3hours of professional learning for al teachers eachfortnight working alongside colleagues toparticipate in our schools pedagogical model and


learning design. • 9 staff participated in L3 literacy training to

support the Early Action for Successimplementation.

• 4 Staff completed professional learning on PLCImplementation

• 1 staff member completed Kidsmatter PL

Financial information (for schoolsusing OASIS for the whole year)

Financial information

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

Income $

Balance brought forward 298 037.60

Global funds 177 759.63

Tied funds 545 323.69

School & community sources 94 487.30

Interest 8 787.21

Trust receipts 10 185.35

Canteen 0.00

Total income 1 134 580.78

Expenditure

Teaching & learning

Key learning areas 23 748.69

Excursions 49 569.49

Extracurricular dissections 32 720.49

Library 1 361.76

Training & development 0.00

Tied funds 414 347.68

Short term relief 26 576.30

Administration & office 38 379.10

School-operated canteen 0.00

Utilities 30 320.20

Maintenance 21 582.04

Trust accounts 9 198.77

Capital programs 0.00

Total expenditure 647 804.52

Balance carried forward 486 776.26

A full copy of the school’s financial statement is tabled

at the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

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

Year 5 NAPLAN Growth Data provides a accurateevaluation of student progress whilst attendingNambucca Heads Public School prior to 2015NAPLAN Testing:

Reading: The average scaled growth for NSW DoEstudents was 79.6 whilst the average growth for NHPSwas 76.1. 44.4% of our students achieved expected orgreater than expected growth whilst 55.6% achievedless than expected growth.

Grammar and Punctuation: The average scaled growthfor NSW DoE students was 76.3 whilst the averagegrowth for NHPS was 93.2. 50% of our studentsachieved expected or greater then expected growthwhilst 50% achieved less than expected growth.

Spelling: The average scaled growth for NSW DoEstudents was 77.6% whilst the average growth forNHPS was 103.5. 60.7% of our students achievedexpected or greater then expected growth whilst 39.3%achieved less than expected growth.

Student Trend Data provides a snapshot of theresults from each year and can be affected by thecohort size, transience and alsocompares different cohorts from year to year:

Trend data indicates that whilst there were greaterfluctuations than the state average scores the NHPSSchool scores in general have improved between2014–2016 and have moved closer to the stateaverages in 3 of 4 measurable areas indicated in boldbelow:

Year 3 Reading: increase of 10 compared to stateaverage increase of 4.

Year 3 Writing: Increase of 11 compared to stateaverage increase of 15.

Year 5 Reading: increase of 11 compared to stateaverage decrease of 2.

Year 5 Writing: Increase of 18 compared to stateaverage increase of 3.


Year 5 NAPLAN Growth Data provides a accurateevaluation of student progress whilst attendingNambucca Heads Public School prior to 2015NAPLAN Testing:

Numeracy: The average scaled growth for NSW DoEstudents was 91.8 whilst the average growth for NHPSwas 85.7. 40.7% of our students achieved expected or


greater then expected growth whilst 59.3% achievedless than expected growth.

Student Trend Data provides a snapshot of theresults from each year and can be affected by thecohort size, transience and alsocompares different cohorts from year to year:

Trend data indicates that whilst there were greaterfluctuations than the state average scores the NHPSSchool scores in general have improved between2014–2016 and have moved closer to the stateaverages in Year 5 but not in Year 3.

Year 3 Numeracy: decrease of 12 compared to stateaverage decrease of 1.

Year 5 Numeracy: Increase of 8 compared to stateaverage increase of 5.

Graphs for Students in Bands Below Indicate thenumber of students distributed in the NAPLANBands. Generally if a child is in the middle 2 bandson the table they are at minimum standard, if theyare in the 2 right hand bands they are above andthe left hand bands they are below nationalminimum standard. Whilst the graphs show thecomparison between the 2014–2016 average andNHPS 2015 results the small number of studentswithin the bands means that the outcome can beaffected greatly by students coming and going fromthe school. Therefore these graphs are notindicative of the performance of the school in theirsingular form and one must considerthe information provided within all of the graphsand then also refer to the growth data providedabove. There is certainly a need to see a movementfrom the bottom 2 bands in the future.

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.


Nambucca Heads Public School – Aboriginal StudentAchievement in NAPLAN

Nambucca Heads Public School had 37% of our Year 3students reach the top 2 band levels for NAPLAN in2015. No other aboriginal students reached the top 2band levels in 2015. In Year 3 72 % of studentsreached minimum standard or above and in Year 572% reached minimum standard or above.

Parent/caregiver, student, teachersatisfaction

Nambucca Heads Public School has Tell them from MeSurveys booked for 2017 which will gather feedbackfrom parents, students and teachers about our school.Please refer to PLP data and Indigenous Family SurveyData referenced throughout this report for moreinformation.

Policy requirements

Aboriginal education

There has been a concerted effort within our school aspart of our commitment through our school vision toensure that all school community members arewelcomed valued and included. Please refer to the KeyInitiatives Section of this report to view outcomesachieved in Aboriginal Education.

Multicultural and anti-racism education

As part of Nambucca Heads commitment through ourschool vision to ensure that all school communitymembers are welcomed valued and included. Theschool has engaged a consultant and 2 local Aboriginalelders to provide guidance through our IndigenousAdvisory Group and to provide professional learning forall staff on factual Australian history and the results ofthis today. This has consisted of staff meetings, staffdevelopment days and a commitment to attend the2017 Connecting to Country with the local AECG.


2016 nambucca heads public school annual report the annual report for 2016 is provided to the...

Documents