2017 merewether public school annual report...learning spaces that can be used flexibly for all...

Merewether Public SchoolAnnual Report

2017

2525

Printed on: 13 April, 2018 of 17 Merewether Public School 2525 (2017)

Introduction

Merewether Public School a high achieving school with a strong inclusive community focus. The schools teaching andlearning team is dynamic, creative and committed to high quality differentiated learning that caters for all children toensure that they learn at their own pace and level to achieve their best results. Merewether Public is a Positive Behaviourfor Learning (PBL). PBL is an evidence–based whole school systems approach which enables us to:

• address the diverse academic and social needs of every student to support them to be successful • establish a continuum of supports that are intensified to meet the needs of every student • engage students, parents and all school staff to be a strong, driven team, using a problem–solving approach (data,

systems, and practices) • establish positive social expectations for all in the school community • provide a framework for the school and its community to collectively support the wellbeing of every student.

Merewether Public School: • students respond positively as they have been taught what is expected of them • staff deliver consistent responses to student learning and behaviour • students feel safe and cared for at school. Their parents, family, and community are more involved in their school.

Positive Behaviour for Learning is an evidence–based whole school process to improve learning outcomes for allstudents

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

Greg Culhane | Principal

School contact details

Merewether Public School6 Henry StreetMerewether, 2291www.merewether-p.schools.nsw.edu.aumerewether-p.school@det.nsw.edu.au4963 1318


School background

School vision statement

The Merewether Public School Community believes that: • Everyone should be valued as individuals. • The school should provide quality teaching and learning, characterised by participation, inclusion, fun and

enjoyment. • Respect and courtesy are expected from all. • Everyone should take responsibility for his/her actions. • Lifelong learning is fundamental to success. • The school, home and community can form a productive partnership in the education.

The Merewether Public School will promote the ideas and benefits associated with the concepts of:

QUALITY

Aiming for the highest of standards

Striving to do one’s best.

RESPECT

Appreciation of effort and application

Concern for others

Friendly, courteous behaviour

Positive self–image

RESPONSIBILITY

Promotion of self–discipline

Independent lifelong learning Team skills

School context

Merewether Public School is a high achieving school with a strong inclusive community focus. The school's teaching andlearning team is dynamic, creative and committed to high quality differentiated learning that caters for all children toensure that they learn at their own pace and level to achieve their best results.

The school serves a diverse community of wide–ranging socio–economic circumstances. While it brings togetherstudents from a variety of backgrounds and dynamics, it predominantly serves a low SES community. Total enrolment inFebruary 2017 was 168 including 15% Aboriginal students. Surveys show that parent satisfaction with schoolperformance, administratively and educationally, is very high.

The staff consists of the Principal, two teaching Assistant Principals, five permanent Classroom Teachers, a Learningand Support Teacher, a Librarian two days per week, and two School Administrative and Support Staff. As well, theschool is supported by two School Learning Support Officers who assist teachers in the delivery of individual learningprograms in literacy and numeracy for students with specific needs.

The Senior Psychologist Education and the Assistant Principal Learning and Support are based on site and serve theneeds of schools across the Local Management Group of schools (LMG).


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Learning; all students are working on building their stamina and taking responsibility for their ongoing engagement intheir learning. Through explicit teaching of expected behaviour supported by the Positive Behaviour forLearning (PBL) processes the students are applying the skills taught. We celebrate the students achievements eachweek at the whole school Assembly, at the PBL assembly every 4 weeks and in the newsletter.

Teaching; all teachers are undertaking consistent and explicit teacher professional learning in 'best practices' in Futurefocused learning. The use of formative assessment strategies has been instrumental in improving quality collaborativeplanning and programming.

Leading: is moving towards streamlining quality administrative processes. We have moved towards developing physicallearning spaces that can be used flexibly for all learners.

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

For more information about the School Excellence Framework:

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

guide


Strategic Direction 1

Deliver contemporary, informed and best pedagogical practice for 21st century learning to enrich the school experiencesof all students at an academic and social level.

Purpose

To assist students to reach beyond their academic and social potential so that they can be self–reliant, independentlearners who value friendship, camaraderie, study and competition.

Overall summary of progress

Our focus for 2017 has been on continued development improvement of student outcomes in literacy and numeracy andfurther developing teacher knowledge and skills for differentiating student learning in Literacy and Numeracy. Teacherprofessional learning in Daily 5, Daily 3 and CAFE differentiated learning systems have seen the systems continue todevelop into school wide approach that has transformed the learning in Literacy and Numeracy . Teachers use explicitstrategies that focused on student engagement through specifically differentiated programming.

Powerful Learning, Accountable Teaching (PLAT), an education process based upon student performance againstidentified achievement benchmarks into the planning and assessment process has continued to be implemented in earlystage 1 and stage 1. The impact has continued to improved assessment processes and is evident in programs andteachers report.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Full implementation ofcurricula will be evidenced by • Documentation of classroomprograms • Supervision of all teachers • Observations of lessons • Performance & Developmentsessions

$1000 – RFF Supervision PDP processes have continued to supportimproved implementation of curricula.

The Programming Policy has been updated toensure constancy and quality of class programs.

Supervisors have monitored programs and teachingthrough stage meetings and classroomobservations.

Systematic collection ofassessment data informing theteaching and learningevidenced by • Documentation of individualstudent results. • Collection of work samples • Formal teacher – studentconversations • Student self–assessment

$5000 – Sentral Teaching staff trained in the use of the SentralReporting Module.

Class teachers K–6 have continued to track studentlearning in all KLAs.

Students demonstrateimprovement in 21st centurylearning skills through • Cooperative Learning • Technology • Problem Solving • Self–Assessment

$1500 – TPLliteracy/numeracy

Students and more engaged and settled duringliteracy and numeracy time because of thestructures and processes of Daily5 and Daily3.

Each year an increasednumber of parents (15+ %) willbetter understand the school’spurpose through • Attendance at teacher parentmeetings • Attendance at information

$3150 – RFF parentmeetings

P&C attendance grown >15%

High participation of aboriginal students in school






sessions • Participation in P & C • Participation of Aboriginalparents

P&C attendance grown >15%

High participation of aboriginal students in school

Next Steps

In 2018, we will continue to build teacher capacity in Daily 5, Daily 3 and CAFE through formal 'online professionallearning'. We have a classroom teacher qualify as a 'trainer' in Targeting Early Numeracy (TEN) . The staff will progress throughTEN training and support under the guidance of this teacher in terms 1 and 2 in 2018.

Staff will continue to be supported in tracking and monitoring students on the Literacy and Numeracy . Our focus willmove to quality consistent teaching programming systems and structures across the school.



Build, through strategic professional learning, the capacity of staff to ensure high performance across all areas of theschool curriculum in and beyond the classroom.

Purpose

To support teachers deepen their understanding of student learning to allow the development and practice of a widerange of teaching and management skills that fully engage all learners across the school.


All staff participated in furthering their capacity in building teaching strategies by participating in teacher professionallearning focusing on the targeted teaching and learning strategies. New staff have been given support andencouragement to catch up on these strategies.

The PDP process has been implemented across the school in a positive way to ensure that staff feel that they are part ofthe whole process of personal and whole school improvement. The staff have worked in stage groups to target their ownlearning and development to best suit the whole school and grade level.





100% of Performance andDevelopment plans will thatteachers have: • Professional goals that directlyrelate to the school plan • Personal goals that reflectprofessional interest

100% of teacher PDP goals relate directly to theschool plan.

The PDF implemented to help the staff to activelydevelop their processes of aligning their programsto the school plan.

Through teacher – studentconversations 90+% of studentsunderstand the link between thelearning intentions of lessons(WALT) and explicit qualitycriteria for success (WILF).

All staff use WALT and WILF as part of the learningprocess.

100% of students are engaged the use of learningintentions in all KLA's.

The success of the 4C teacherpartner system is measured by: • 100% teacher participation • Positive feedback from 90%teachers

4C system has began to be implemented into EarlyStage 1, Stage 1 and Stage 2 classes. This willextend into Stage 3 in2018.


Next Steps

The PDP process will move to the structure used by the principals network to strengthen teacher accountability and toshow a thread of learning that runs through the whole process. There will be a continuation of teacher professionallearning relating to the school's plan and targeted teaching strategies.

The shifting focus will be toward programming to ensure consistency across the school. Scope and sequences willbe reviewed across all key learning areas with a close look into consistent teacher judgment, with a particular focus onliteracy and numeracy.



Strengthen positive school – community relationships that afford opportunities for effective, open communicationincluding appropriate feedback.

Purpose

To support the home – school partnership by promoting an open and welcoming environment that has clear protocols forformal and informal communication about the school and classroom operation and encourages constructive and mutuallyvalued feedback.


The school has developed strong communication with its community. The school app has proved an invaluable resource.The school uses it for many of its daily communication needs. The newsletter, planned activities, quick alerts and WHSnotices are all managed through the app. The P&C has joined as a contributor which has encouraged parents to view theapp regularly which has increased the responses we get from the content sent.

We have enjoyed the many community activities in 2017. We celebrated NAIDOC week, Sports events, informationsessions, assemblies, fathers breakfasts, working bees, grandparents day, PBL assemblies. The community response ispositive and has enjoyed the close contact and communication.





All teachers will maintain a classBLOG displaying teachingcontent, homework, class themesand calendar of events

Class BLOGs are maintained in some classes.Some have transitioned to using Seesaw and/orClass Dojo. Skoolbag has become our keycommunication tool and has over 300 users.

90% parents will attend parentteacher conferences as part ofthe student reporting process andcontribute mutual feedback. • 30% of families will completeschool evaluation surveys. Attendance at P & C meetings • Will improvement from av 7 permeeting 2014 building to av 12per meeting 2015 – 17 • 50% of students will berepresented by at least oneparent at major whole schoolfunctions. • Over 20 parents will attendcurriculum information sessions50% of parents will regularly visitthe classroom BLOG asevidenced by hit counter.

> 60% of parents attended parent teachermeetings.

> 30% of families participated in the Tell them fromme survey.


Next Steps

The Chaplin program will continue to grow as we have felt the positive influence it has as a resource both for parents andthe community.

The P&C is working in very closely with the school and we hope to further this trend and communication will remain at avery high level.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Collaborative and purposeful PLPs in placefor all Aboriginal students and are supportedby MGOALS. This has allowed parentcontribution and involvement tin the process.

Aboriginal community supportive, contributingand engaged in school cultural events.

Executive representation at local AECGmeetings.

Low level adjustment for disability $60000 SOSO SLSO time provided to support teachers andthose students with specific learning needswith particular focus on early literacy andnumeracy skills. The LAST teacher reliefprovided to support to the stage 2 and 3students.

SPinS speech pathologists students guidedby a University of Newcastle lecturer providedan explicit screening of students K–6 . Speech and language programs for identifiedstudents and provided .

Socio–economic background $12000Chaplaincy program

The school Chaplain and SLSO staff are onhand in the playground and in withdrawalroom during the breaks to assist with play andfriendship groups. There has been asignificant reduction in negative behaviours atthese times. Feedback from teachers, parentsand students was very positive.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 102 97 90 95

Girls 77 73 67 64

The school's enrolment is steady. There was a drop–offin the numbers of students in the middle school gradesin 2014–15. These classes have remained relativelysmall as they moved into 2017. As these groupsprogress through to the senior years the numbers willremain unusually low. The enrolments for the juniorschool are high. The numbers should grow over thenext couple of years.

A student is considered to be enrolled when he or sheis placed on the admission register of school. A studentshould be enrolled in one Department of Educationschool only at a given time. Parents may seek to enroltheir children in the school of their choice. Children areentitled to be enrolled at the government school that isdesignated for the intake area within which the child'shome is situated and that the child is eligible to attend.

A buffer of 12 places will be kept to accommodate localstudents who may who may arrive throughout the year.Places in the buffer will not be offered to non–localstudents once classes have been established for theyear. Historic data shows that student numbers areusually steady to falling by the end of each school yeardue to a family moving to another town or centre.

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.3 95.2 94.5 92.5

1 92.2 90.4 90.3 92

2 92.8 90.6 93.9 91.5

3 93.7 90.9 94.8 94.3

4 94.4 90 89.2 93.5

5 93.9 93.8 90.4 88

6 94.4 92.3 95.2 86.1

All Years 93.6 91.9 92.9 91.6

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

The monitoring and tracking of attendance throughSentral has assisted all teachers to follow–up withunexplained absences, send correspondence toparents. The implementation and use of the Skoolbagapp and Sentral allows parents to electronically send inexplanations for absences from their phones. Stronglinks with the HSLO to manage students who havedeveloped poor patterns of attendance. HSLO alsoattends regular Learning Support Team meetings at theschool and has access to our Sentral to monitor andtrack attendance issues.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 5.72

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

1.91

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation requires schoolsto report on Aboriginal composition of their workforce.We have one Indigenous staff member at MerewetherPublic School.

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 66

Professional learning and teacher accreditation

Merewether Public School teachers and leadersdevelop Performance and Development Plans (PDP)which link to the school plan and the AustralianProfessional Standards for Teachers and Principals.These are revisited and reviewed regularly throughoutthe year. Teachers were provided with structuredopportunities across to work collaboratively with otherstaff to improve teaching practice linked to theirlearning goals. Teachers attend weekly professionallearning after school staff meetings which focusedstrongly on the implementation of the News SouthWales Syllabuses for the Australian Curriculum. Staff

also availed themselves of online and outsideprofessional learning opportunities. All staff attendedSchool Development Day activities.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 330,992

Revenue 2,137,919

Appropriation 1,930,550

Sale of Goods and Services 53,312

Grants and Contributions 148,766

Gain and Loss 0

Other Revenue 0

Investment Income 5,292

Expenses -2,155,991

Recurrent Expenses -2,155,991

Employee Related -1,901,742

Operating Expenses -254,249

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-18,071

Balance Carried Forward 312,920

The information provided in the financial summaryincludes reporting from 1 December 2016 to 31December 2017.

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

Financial summary equity funding

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


2017 Actual ($)

Base Total 1,306,382

Base Per Capita 23,994

Base Location 0

Other Base 1,282,388

Equity Total 129,428

Equity Aboriginal 36,591

Equity Socio economic 29,515

Equity Language 0

Equity Disability 63,322

Targeted Total 0

Other Total 281,628

Grand Total 1,717,438

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

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

School performance

NAPLAN

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

NAPLAN – Literacy (including Reading, Writing,Spelling and Grammar and Punctuation). It is pleasingto note that in most areas the number of students in theproficiency bands (5 & 6 for Year3) exceeds the Statefigures, while the number of students not meeting theminimum standard (Bands 1 & 2 for Year 3, Bands 3 &4 forYear 5) are below the state figures


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

Delete text not required.

Policy requirements

Aboriginal education

Aboriginal education is a major part of the school'sprogram and is an important part of our core business.We continue to implement Aboriginal Perspectivesacross the curriculum for all our students K–6.Aboriginal Education informs all students aboutAboriginal culture, history and ancestry.

Personalised Learning Pathways (PLP) are alsocreated for all Aboriginal students through theMGOALS project. This is a consultation processinvolving students, families and staff. TheMGOALS project is also creating 'online' history as wepost school photographs, movies, events andachievements of the students work in AboriginalEducation.

Acknowledgement of Country continues to form animportant role in all assemblies and celebrations. Atthese events and at the school assembly each week,the acknowledgement is proudly presented by theschools Aboriginal students.

Multicultural and anti-racism education

Learning English is essential for success at school andfor further education, training and employment. Theschool currently has a specialist EAL/D teacher workingin the school two half days a week to support studentslearning English as an additional language or dialect(EAL/D).

The school has a trained anti–racism officer who isavailable to address incidents of racism if they ariseacross the school. Children from many culturalbackgrounds work and play together in our school.Multicultural studies are incorporated across the stagesinto many aspects of the curriculum.


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