2018 muswellbrook public school annual report · the environment – buddy bench design...

Muswellbrook Public SchoolAnnual Report

2018

2688

Printed on: 15 May, 2019 of 18 Muswellbrook Public School 2688 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Muswellbrook 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.

Joan Stephens

Principal

School contact details

Muswellbrook Public SchoolRoger StMuswellbrook, 2333www.muswellbro-p.schools.nsw.edu.aumuswellbro-p.school@det.nsw.edu.au6543 2500

Message from the Principal

Our school's success is underpinned by three key elements that promote quality teaching and learning programs for ourstudents. Firstly, we have a highly dedicated staff, who work together to provide an inclusive environment, where allstudents are nurtured and encouraged to achieve their personal best in all that they do. Secondly, our students are apassionate and motivated group of young people, who are keen to learn and participate in the range of educationalopportunities provided for them at the school. Thirdly, Muswellbrook Public School enjoys tremendous support from ourparent body and local community.

At our annual self–assessment and review meeting involving staff, the executive of the Parents' and Citizens' Associationand student leaders, the following key features of our achievements for Muswellbrook Public School in 2018 wereidentified:

• Our 'Engine Room' initiative, which was recognised for its success throughout the Upper Hunter and at the PrimaryPrincipals' State Conference has had a major impact on improving student outcomes throughout K–6. Members ofour Learning and Support Team work collaboratively with students, staff and parents to ensure that all studentsreceive support, in addition to the regular classroom teaching. With the assistance of school learning supportofficers, many programs are implemented throughout the school including MacqLit, MiniLit and the Centre forEffective Reading. Partnerships with Upper Hunter Community Health, as well as the University of Newcastle,have also been established to ensure all students in need benefit from speech and occupational therapy programs.Gifted and talented students are also catered for through extension programs in mathematics, writing and coding;hence encapsulating that 'love of learning'.

• Our Positive Behaviour for Learning (PBL) program was further developed to improve school–wide processes forstudent/staff wellbeing and quality learning in all educational settings. As a result of its exceptional implementation,our school was chosen as a lead school for the 'Most Significant Change project', where other public schoolsbenefit from following our example.

• All staff participated in professional learning using evidence–based best practices to further develop theirknowledge, understanding and skills in order to deliver quality teaching/learning programs.

• Community funding was forthcoming from many businesses/industries. Funds received from Bengalla MiningCompany were used to provide free transport and intensive swimming lessons to over 150 students. All K–6students were able to access lessons through 'Healthy Harold', thanks to the generosity of BHP Billiton. Supportfrom Malabar Coal enabled us to build a sensory garden.

Finally, I would like to acknowledge our P&C. We have a small but dynamic P&C, who work tirelessly to support thestudents and staff at Muswellbrook PS. Their fundraising efforts have contributed significantly to the resources andtechnology available to enhance the learning for all students from Kindergarten to Year 6. Their assistance working onschool grounds is also very much appreciated.


Joan Stephens/Principal

Message from the school community

Muswellbrook Public School P&C consists of a dedicated group of parents, who have the interests of the school at heart.We not only raise funds but also play a role in determining the future direction of the school. Thank you to each memberfor their time and effort during the year. We would also like to thank the dedicated executive, teachers and administrationstaff for assisting us to achieve our goals. We are pleased to report that we were able to raise over $20,000 throughout2018 and these funds will be donated to the school. This would not have been possible without the support of ourfamilies and the broader community. We held several fund raising events including Mothers' and Fathers' Day stalls, anda Christmas raffle. We re–established the frog Hollow area, which proudly displays names of past and presentstudents/families. The canteen introduced a Breakfast Club and the uniform shop also provided income to the P&C. Welook forward to 2019 being another successful and enjoyable year, in which we continue to work in partnership withschool staff and students, in order to 'make a difference'.

Haylee Nelson

President

Message from the students

In 2018, MPS had a very active and hard–working Student Representative Council (SRC), which was involved in manydifferent events. Even though the SRC has worked as a team, each member had a job to fulfil. Throughout the year wehave seen many ideas presented to the SRC from class meetings, which have been acted upon by the teachers,captains and/or councillors. Muswellbrook PS SRC achievements for 2018 are listed below:

The Environment – Buddy bench design competition, Clean Up Australia Day and recycling (Waste Warriors); shadeshelter and tables in the Year 6 area.

Sport – Gymnastics program, gala days, use of cricket nets and students against staff competitions.

Welfare/Fundraising – Treat days, out of uniform day, school fete stalls, fundraisers (Where There's a Will, farmers,Mark Hughes Foundation) and a Walkathon for Stewart House; fundraiser to support the Senior Dance Group, whoperformed at the State Dance Festival.

Culture – P&C disco, SRC talent quest, drama club and chess club.

Other – Running of assemblies, presentation days and ANZAC ceremonies; involvement in group leadership courses;working in conjunction with our PBL team; contributing in responsible ways to support events such as Kinder orientationand Grandparents Day; organisation of events such as Talent Quest and the P&C disco.

Facilitating a relationship with Muswellbrook Council. The mayor, Martin Rush, responded to our proposal regarding anew pedestrian crossing in Roger Street. Mr Rush attended an SRC meeting and answered questions about thecommunity from the Stage 3 students.

Canteen helpers – promoted other Year 6 leaders and organised helpers for the canteen, as well as the Breakfast Club.

Mrs Hugo/Mrs Stanford

SRC Coordinators


School background

School vision statement

Our school vision was developed through significant consultation with the whole school community including students,parents, staff and the wider community.

At Muswellbrook Public School (MPS), our school vision is to provide excellent education within an inclusiveenvironment, so that students reach their full potential and become confident, creative individuals, who are prepared toembrace 21st century changes, building our community for today and tomorrow.

Our purpose at Muswellbrook Public School is to provide the best education possible through programs designed toeducate every student, catering for and meeting their needs in a humane and caring manner, regardless of theirbackground, culture or level of academic achievement. It is also our purpose to grow professionally as teachers, ensuringquality education is delivered and designed to maximise student learning.

We believe that everyone deserves quality education, delivered through a holistic approach that provides equalopportunities for all students. Students are treated fairly and respectfully in a learning environment that is safe, caringand supportive. Values that include trust, honesty and loyalty underpin many of our teaching programs and these valuesare reflected in our school motto of "Humanity and Excellence".

School context

Muswellbrook Public School has an enrolment of 570 students served by approximately 60 teaching, administration andsupport staff. There is some student mobility; however, this is limited to less than 10% of our student population. Theschool is well–respected within the local community and it serves a diverse community of wide ranging socio–economiccircumstances. The school is active in the Muswellbrook Schools Learning Community, which comprises of four stateprimary schools and one government feeder high school.

The school continues to deliver quality teaching and learning programs in a 21st century environment, in order toimprove student outcomes in literacy, numeracy and engagement. We also provide a broad range of activities fromperforming arts, cultural, leadership, sporting, environmental and academic pursuits. Our students behave in a safe,respectful manner and strive to do their personal best. They are encouraged to become responsible citizens at schooland in the wider community. It is the belief of parents and staff that our greatest strengths lie in having high expectationsfor our students.

Muswellbrook Public School is characterised by motivated and enthusiastic students, highly qualified and dedicated staff,as well as fantastic parental and community support. We aim to offer a quality, comprehensive education in a caringenvironment, as we strive to educate the whole child.

We maximise parent participation in the general life and management of the school. We also build and promotepartnerships within the wider school community. This enables links to be strengthened and increases support andcommunication.


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.

In the domain of learning, our demonstrated commitment within the school community has ensured that all studentsmake learning progress. Partnerships with parents and students support clear improvement aims and planning forlearning. The school engages in strong collaborations between parents, students and the community, that inform andsupport continuity of learning for all students at transition points, including highly mobile students and students withatypical enrolment. Attendance data is regularly analysed and is used to inform planning. Whole school and personalisedattendance approaches are improving regular attendance rates for all students, including those at risk.

Every student can identify a staff member to whom they can confidently turn for advice and assistance at school. Theschool has implemented evidence based change to whole school practices, resulting in measurable improvements inwell–being and engagement to support learning. Well–developed and evidence–based approaches, programs andassessment processes identify, regularly monitor and review individual student learning needs. Positive, respectfulrelationships are evident and widespread among students and staff to promote student well–being to ensure optimumconditions for student learning across the whole school.

The school's curriculum provision and evidence–based teaching practices provide a high expectations framework, withinwhich all students effectively develop their knowledge, understanding and skills. The school monitors and reviews itscurriculum provision to meet changing requirements of the students. Teaching and learning programs describe expectedstudent progression in knowledge, understanding and skill and the assessments that measure them. Teachersdifferentiate curriculum delivery to meet the needs of students at different levels of achievement, including adjustments tosupport learning or increase challenge. Most students can articulate their learning and understand what they need tolearn next to enable continuous improvement.

In the area of assessment, teachers routinely use evidence of learning, including a range of formative assessments toinform their teaching, adapt their practice and meet the educational needs of students. Assessment is a tool thatsupports learning across the school. Teachers use reliable assessments to capture information about student learning.Teachers share criteria for student assessment with students. Formative and summative assessments createopportunities for students to receive feedback on their learning. The school analyses summative assessment data toidentify learning progress of individual students and student cohorts. Teachers use summative data to identify studentlearning and validate formative assessment practices.

In regard to whole school reporting, the school has explicit processes to collect, analyse and report specific internal andexternal student and school performance data, on a regular basis. Student reports contain personalised informationabout individual student learning progress and achievement, and preview plans for meeting future learning goals. Weprovide parents/carers with information on the learning progress of their children, including reports and parent/teacherinterviews as well as opportunities to discuss this progress.

In regard to student performance, the school's value–add trend is positive. At least 90% of students achieve at or abovenational minimum standards on NAPLAN reading, writing and numeracy. The school identifies student growth targets forindividual students, using internal progress and achievement data. School data shows that student progress andachievement on external measures is consistent with progress and achievement on internal assessments.

In the domain of teaching, teachers collaborate across stages/teams to share curriculum knowledge, data, feedbackand other information about student progress and achievement, to inform the development of evidence–based programsand lessons, which meet the needs of all students. Teachers are skilled at explicit teaching techniques such asquestioning and assessing to identify students' learning needs. They use a range of explicit strategies to explain andbreak down knowledge. Teachers provide explicit, specific and timely formative feedback related to defined successcriteria. Teachers' feedback supports improved student learning. A school–wide approach to effective and positiveclassroom management is evident. Support is provided to teachers where needed, ensuring optimum learning.

Teachers access and engage in professional learning that builds skills in the analysis, interpretation and use of studentprogress and achievement data.The leadership team regularly uses student progress and achievement data to informkey decisions such as resourcing and implementation of new programs or initiatives. Teachers review studentassessment data and compare results from external assessments (e.g. NAPLAN, ICAS,) with internal measures to buildconsistent and comparable judgement of student learning. Clear and accurate analysis of student progress andachievement data informs planning that is shared with the school community in the Annual Report.


Teachers use the Australian Professional Standards to measure themselves, reflect on their practice and plan for andmonitor their own professional development to improve their performance. The school monitors the accreditation statusof all staff and encourages the pursuit of higher levels of accreditation. All teachers use professional standards and PDPsto identify and monitor specific areas for development or continual improvement. Teachers are proficient in their teachingof literacy and numeracy, meeting the needs of students in their subject/stage.

Teachers engage in professional discussion and collaborate to improve teaching and learning in their classes, yeargroups, stages, faculties, or for particular student groups. This includes negotiated observations of classroom teachingpractice, with feedback, to improve professional knowledge and practice. Formal mentoring or coaching to improveteaching and develop aspiring leaders is provided to teachers who request it or are identified as in need of support.Teachers engage in professional learning targeted to school priorities, the needs of their students, and the achievementof their professional goals. The school identifies expertise within its staff and draws on this to further develop itsprofessional learning community. Areas for development in teacher expertise are identified and addressed. Teachers aresupported to trial innovative or evidence based, future–focused practices.

In the domain of leading, the leadership team ensures that implementation of syllabuses and associated assessmentand reporting processes meet NESA and Department of Education requirements, forming a sound basis for studentlearning. The leadership team develops processes to collaboratively review teaching practices to affirm quality and tochallenge and address underperformance. Teaching and non–teaching staff proactively seek to improve theirperformance. The school supports collaborative performance development and efforts to continuously monitorimprovement. Parents and community members have the opportunity to engage in a range of school–related activitieswhich help build the school as a cohesive educational community.

The school is recognised as a leader for its impact on learning progress, its effective practices and continuousimprovement, and its active support of improvement in other schools. The school plan aligns to student and systempriorities and ensures responsiveness to emerging needs. Staff, students, parents and the broader school community arewelcomed and engaged, where possible, in the development of the vision, values and priorities of the school.

In the annual report, the school reports on the alignment of resource allocation, professional learning, and the monitoringof student data with the plan's strategic priorities.

The leadership team allocates non–educational administrative tasks to appropriate non–teaching staff. All staff usetechnology available to streamline the administrative practices of the school. The leadership team takes a creativeapproach to use of the physical environment to ensure that it optimises learning, within the constraints of the schooldesign and setting. Technology that supports learning is available and expertly integrated into lessons by teachers.Administrative staff are expert users of available technology and systems. Strategic financial management is used togain efficiencies and to maximise resources available to implement the school plan.

The school makes informed choices about administrative practices and systems in place, based on cost effectiveness,evidence, and in response to local context and need. Streamlined, flexible processes exist to deliver services andinformation and to support parental engagement and satisfaction. The leadership team analyses responses to schoolcommunity satisfaction measures.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Leadership Development

Purpose

Strong, strategic and effective leadership is the cornerstone of school excellence. Leadership development is the key tosuccess! It expands the capacity of people to perform in leadership roles.

Excellent leaders demonstrate commitment to fostering a school–wide culture of high expectations and a shared senseof responsibility for student engagement, learning, development and success.

Overall summary of progress

Students have taken on leadership roles such as Class Captains, Library monitors, SRC Representatives and HouseCaptains. Senior students have also participated in the Muswellbrook Schools' Learning Community competitions inrelation to Public Speaking and Debating. School leaders and aspiring leaders have undertaken professional learningthat focused on Highly Accomplished and Lead teachers, as well as Leadership Pathways. An emphasis has beenplaced on effective instructional leadership, management skills and leadership attributes to facilitate professional growth.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase in ‘collectiveresponsibility’ for studentlearning. Students challengethemselves in learning, take risksin their learning and arerecognised for doing so.

Nil The introduction of learning intentions through inhouse PD sessions has really enabled students totake responsibility for their own learning, with manynot afraid to challenge themselves.

Move to a distributed model ofleadership, where all staff takeresponsibility for a majorcomponent of the school plan.

Costs ($1000) associatedwith staff attendingprofessional developmentsessions that focus onHighly Accomplished/Leadlevel.

We have identified four staff members, who areinterested in stepping onto the 'leadership ladder'.One of their leadership roles is to take responsibilityfor one or more components of the school plan.

Next Steps

Further opportunities will be created to develop leadership skills in K–6 students using the Personal and Social Capabilitylearning continuum. Students in Stage 3 will also be engaged in activities that promote their leadership capabilities.Discussions are taking place to introduce a Junior PBL leadership team.

School leaders and aspiring leaders will continue to carve their individual career paths through professional learning andexperience undertaking leadership roles. A greater emphasis will be placed on professional learning that specificallyfocuses on the Australian Teaching Standards, the Performance and Development Framework, as well as Performanceand Development Plans (PDPs). Opportunities will be provided for aspiring leaders to undertake accreditation at HighlyAccomplished and Lead level. Effective instructional leadership, management skills and leadership attributes to facilitateprofessional growth will continue to be a focus.



Great Teaching, Great Outcomes

Purpose

Student learning is underpinned in excellent schools by high quality teaching, which is distinguished by high levels ofprofessionalism and commitment. Quality teaching leads to improved student progress, hence great outcomes.

Through the use of evidence–based best practices, students are actively engaging in meaningful and challenginglearning experiences, which are tailored to meet individual needs, in order to develop as creative, independent, confidentand self–regulated learners.


Staff have undertaken professional development sessions in line with the Performance and Development framework andthe Australian Teaching Standards, hence developing quality teachers/learners. Staff now deliver effective programs thatreflect current educational research of best practice, hence meeting BOSTES requirements, resulting in improvedstudent outcomes. All classrooms are well managed, with well planned teaching taking place, so that students canengage in learning productively, with minimal disruption. Teachers regularly use student performance data and otherstudent feedback to evaluate the effectiveness of their own teaching practices. Staff who are members of the Learningand Support Team will continue to implement effective programs and support staff and students, ensuring that each childis able to perform confidently and achieve their personal best.





Increase in the numbers ofteachers using flexible groupingsand collaborative learningopportunities to develop problemsolving, critical thinking,communication and technologyskills.

Nil – In school PD Team teaching and in–school professionaldevelopment has really been beneficial in buildingthe capacity of staff to implement 21st centuryteaching/learning programs, as well as flexibleseating arrangements.

At least 80% of studentsdemonstrating expected growthacross the continuums/learningprogressions/school–based data.

Nil School–based data shows impressive growth inmany areas. Year 5 NAPLAN data showsimpressive growth with an average of 58% ofstudents exceeding expected growth in all areastested, hence increasing 'value added'.

Increase in knowledge and skillsenabling teachers to makereasonable adjustments, thatcater for individual learningneeds.

Nil – In school PD onPLSPs

Professional development that focused on'differentiation' has enabled teachers to better caterfor individual needs. Adjustments are recorded onstudents' records for future reference.

Increased staff knowledge andunderstanding of the ProfessionalTeaching Standards, which assistwhen planning PDP goals.

Nil – PD after school The district Qualily Teaching Advisor will deliverprofessional development to all teachers early inTerm 1, 2019. This PD will enable staff to prepareeffective PDPs that will guide their professionallearning journey.

Next Steps

The professional development of staff is always a priority. Our school will continue to build the capacity of our staffregardless of their level of experience or ability in order to strengthen the teaching team. New scheme teachers will workclosely with more experienced teachers to share knowledge and provide support.



Positive school promotion, wellbeing of staff and students and Aboriginal Education.

Purpose

Building a strong community in schools leads to a common purpose.

Our students will be actively connected to their learning, have positive and respectful relationships and experience asense of belonging to their school and community.

Our students will be respected, valued, encouraged, supported and empowered to succeed. They will grow and flourish,do well and thrive.


Attendance at parent workshops increased but attendance at P&C meetings and Yarn Up meetings remained unchangedthroughout 2018. The number of parents providing email addresses throughout 2018 has improved, so has the numberof parents accessing the website and the Skoolbag App. Partnerships with the University of Newcastle and UpperHunter Community Health have enabled students in need to access occupational therapist and speech Interventionistson site, which benefited many students.





Greater knowledge andunderstanding of Aboriginalcultural awareness throughoutthe school community.

Aboriginal funding wasused to employ anAboriginal young man, whotaught Aboriginal danceworkshops at lunchtime.

The students who attended enjoyed the dancesessions and proudly performed at the annualNAIDOC celebrations.

Improved attendance at meetingsthat promote consultativedecision–making andcollaboration with allstakeholders.

Nil Attendance at P & C meetings and Yarn Upmeetings remained unchanged.

Increased collaboration andcommunication between homeand school, hence strengtheningthe role of parents as partners.

Nil Attendance at parent information sessionsincreased (Easter hat Parade/maths Informationevening). Utilising parents' email addresses hasbrought home/school closer together.

A positive school culture with areduction in challengingbehaviours.

PBL expenditure/budget Our PBL framework has been implementedexceedingly well. Our data shows a reduction inplayground incidents through positive education

Next Steps

Further strategies to improve parent engagement will be implemented throughout 2019. The Skoolbag App and theWebsite will be revised continuously throughout 2019 to ensure that accurate and honest communication, as well aspositive promotion, is available throughout the Muswellbrook community. We will also introduce a social media platformfor positive promotion and communication purposes. Acquiring all parent email addresses will be beneficial. Ongoingpartnerships with the University of Newcastle and Upper Hunter Community Health will be strengthened through theLearning and Support Team.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $75070

Funding was used to paySLSOs, who weresupporting students in theclassroom. Funds werealso spent on releasingteachers to meet withparents and students todiscuss and prepare PLPs.We also employed anAboriginal man, whointroduced Aboriginaldancing to our school.

School Learning Support Officers (SLSOs)were employed to provide support on a smallgroup basis to Aboriginal studentsexperiencing learning difficulties inmainstream classes.

All students have Personal Learning Plans(PLPs) which have been created based oninput from students and families.

A local Indigenous man was employed toteach Aboriginal students cultural dances,which were performed during our NAIDOCcelebrations.

English language proficiency $5599 A teacher was employed part–time to supportstudents with English as a second language.

Low level adjustment for disability $251309 of which $166581was spent on staffing (1.6allocation), leaving abalance of $84728

Class teachers have developed their skills indifferentiating the class program, makingnecessary adjustments to ensure all studentscan access the curriculum, often with thesupport of SLSOs.

SLSOs are also employed to supportidentified students in small groups,classrooms and the playground.

Quality Teaching, SuccessfulStudents (QTSS)

$108382 Funds were utilised to employ a teacher toenhance our Learning and Support Team.

Socio–economic background $354482 Funds were set aside to cover extra staffingcosts (above establishment and higherduties), executive leadership days, mentoringand team teaching.

Additional staff were employed to support theLearning and Support Team, who in turn,support students in areas of need.

Support for beginning teachers $4164 One teacher received funding support, whichwas set aside for professionallearning/mentoring according to her needs.All beginning teachers received support indeveloping their PDPs. They engaged inmentoring programs and collaborated on thedevelopment of differentiated units of workincluding assessment tasks. Professionallearning also took place in regard todeveloping further classroom managementstrategies.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 294 293 289 273

Girls 303 312 311 287

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.5 95.3 94.6 93.5

1 91.8 94 93.4 93.6

2 92.7 94 94.2 93.7

3 93.6 94 93.1 93.3

4 94.5 94.2 93.9 93.6

5 93.8 93.8 91.7 93.2

6 93.8 93.6 92.2 91.5

All Years 93.6 94.1 93.3 93.2

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Our school notifies all parents of their responsibilitiesunder the Education Act to ensure their children attendschool regularly. A copy of the Compulsory SchoolProcedures are advertised in the newsletter. Classroomteachers contact parents promptly within two schooldays of their child being absent. If parent/s fail toprovide an explanation to the school within 7 days, thena letter is sent home. Continued unexplained absencesare referred to the Attendance Coordinator, whomonitors further absences and convenes meetings withparents, if the need arises. If absences don't improve,the Attendance Coordinator completes a HSLOApplication and a mandatory report to the ChildWellbeing Unit may be made for Habitual Absence.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 22.03

Learning and Support Teacher(s) 1.6

Teacher Librarian 1

School Counsellor 1

School Administration and SupportStaff

5.06

*Full Time Equivalent

Muswellbrook Public School has three Aboriginalteachers and two Aboriginal School Learning SupportOfficers.

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 7

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Muswellbrook Public School staff in2018, as research suggests that teacher quality is thesingle largest indicator of student success. All staffhave participated in the mandatory trainingrequirements. They have also actively participated inscheduled emergency evacuation drills and lockdowns.

Staff continue to receive training in differentiating thecurriculum to meet individual needs. Improvements inmathematics remains a focus, as does future focusedlearning. Staff monitor their individual professionaldevelopment requirements through the implementationof Performance and Development Plans. Training iscontinuing in relation to syllabus documents for allteachers and beginning/temporary teachers areallocated extra time to engage in lesson observations,peer tutoring and mentoring sessions.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 904,662

Revenue 5,599,046

Appropriation 5,416,349

Sale of Goods and Services 8,487

Grants and Contributions 167,647

Gain and Loss 0

Other Revenue 0

Investment Income 6,563

Expenses -5,732,154

Recurrent Expenses -5,732,154

Employee Related -5,132,526

Operating Expenses -599,627

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-133,108

Balance Carried Forward 771,554

A full copy of the school's 2018 financial statement istabled at the annual general meeting of the P & C.Further details concerning the statement can beobtained by contacting the school.

Financial summary equity funding

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

2018 Actual ($)

Base Total 3,842,806

Base Per Capita 117,186

Base Location 10,116

Other Base 3,715,505

Equity Total 686,460

Equity Aboriginal 75,070

Equity Socio economic 354,482

Equity Language 5,599

Equity Disability 251,309

Targeted Total 431,346

Other Total 217,731

Grand Total 5,178,343

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments. The My School website providesdetailed information and data for national literacy andnumeracy testing. Click on the linkhttp://www.myschool.edu.au

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Literacy

In Year 3, students made improvements in spelling,grammar and punctuation, although results in readingand writing slightly declined compared to previousyears.

In Year 5, students demonstrated increased continuousgrowth in all areas compared to last year's results.

Compared to State growth, our students demonstratedthe following:

Reading: 92.3% compared to State 83.2%

Spelling: 89.9% compared to State 81.1%

Grammar and Punctuation: 64.1% compared to State70.1%

Writing: 61.0% compared to 46.1%

In accordance with the premier's priorities (improvingeducation results), schools are required to report theirstudent performance for the top two NAPLAN bands.

In Year 3, the percentage of students performing in thetop two bands were as follows:

Reading 39%, Writing 36%, Spelling 38%, Grammarand Punctuation 35%.


Reading 30%, Writing 13%, Spelling 23%, Grammarand Punctuation 22% .


Numeracy

In Year 3, there was a slight decline in results but ouroverall student performance was still above similarschool groups.

In Year 5, there was outstanding improvement withstudents demonstrating increased continuous growthover the past year. Compared to State growth, ourstudents demonstrated the following:

Numeracy: 98.6% compared to State 94.6%

In accordance with the premier's priorities (improvingeducation results), schools are required to report ontheir student performance for the top two NAPLANbands.


Numeracy: 30%.


Numeracy: 34%.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Another reporting requirement from the State prioritiesis for schools with significant numbers of Aboriginalstudents to report the percentage of Aboriginal studentsin the top two NAPLAN bands.

25% of Year 3 Aboriginal students were in the top twobands for reading, spelling and writing. 13% ofAboriginal students were in the top two bands forgrammar and punctuation. 13% of Year 3 Aboriginalstudents were in the top two bands for numeracy.

20% of Year 5 Aboriginal students were in the top twobands for numeracy, grammar and punctuation, as wellas spelling. 10% of Aboriginal students in Year 5reached the top two bands for reading. There is nodata available for writing.

Parent/caregiver, student, teachersatisfaction

Each year, schools are required to seek the opinions ofparents, students and teachers about the school. In2018, in consultation with members of the whole schoolcommunity, we evaluated our Gifted and Talentededucation program, as well as our decision to formstage–based classes throughout Years 3–6. Thefindings are presented below:

Gifted and Talented Education/EnrichmentPrograms

In the area of writing, students from Stage 2 and Stage3 participated in Enrichment Writing Groups. Theyinvestigated the aspects of engaging writing andexplored the Seven Steps to Writing techniques. Theyset personal goals, followed success criteria andcreated some outstanding pieces of work. In relation toPassion Projects, students research and completeinquiry based projects on their passions. This programhas provided a path to intrinsic motivation, boostedconfidence and made learning experiences fun.Comprehension groupings have proved to be verybeneficial.Classroom teachers are released for an houra week, by Learning and Support personnel, to workwith a small group from their class, targeting extensionand higher order activities in comprehension.

Over the past two years, all teachers have engaged inprofessional learning in the teaching of mathematics,delivered by a Choose Maths Consultant (funded byBHP Billiton). As knowledge and skills developed, itbecame apparent that it was necessary to extend ourstudents by grouping students according to theirmathematical ability. With the support of the Learningand Support Team, we withdrew a group of studentsfrom the top mathematics group in Years 4, 5 and 6, inorder to further extend and challenge the more capablestudents. The NAPLAN results for Year 5, 2018demonstrate that 64% of students exceeded expectedgrowth, which is very pleasing. Choose Mathsprofessional development will continue throughout2019.

Comments made by students in the ExtensionMathematics Groups stated:

"I think it's a great idea, as we're not held back; Mathsis fun and challenging, which I enjoy; It's fun, it'samazing and I wish I could stay and do mathsthroughout the holidays; I don't like it because we onlydo it twice a week – I want more! I want it to be longer;We don't spend time helping the people who aren'tfinished yet; We get more work done; The work is morechallenging; More freedom to do different things."

Students in the ability–grouped mathematics classeswere also asked for their viewpoints.

What are the positives about havingability–grouped mathematics classes?

Working with people at your level; Getting recognisedfor your maths ability; It's challenging and different; You


get to mix with other students enrolled in other classes;It's easier for the teacher and students to teach to acertain level; It helps us build upon our mathematicalskills; It opens up our opportunities. The only negativecomment about ability–based mathematics groupsrelated to the competitiveness amongst students.

Stage–based classes

A sample of students, who were taught in compositeclasses in Stage 2, were asked to comment on stagegroupings (3/4 classes x 5). Stage 2 responses arelisted below:

Advantages

We made friends with older students; peer support –we learnt from the older students; we work at a higherlevel.

Disadvantages

We didn't learn as much; the teacher had to try andteach different content at different levels; behaviourissues.

Staff that taught those composite classes were alsoasked to comment. While they thought that compositeclasses were good practise for Stage 3, there was alarge difference in maturity levels in Stage 2. CapableYear 3 students could be further extended but a lot oftime was spent training the younger students, who hadjust moved up from Stage 1. Grade planning/teachingwas beneficial, especially when large teaching spaceswere available. However, younger students are not asresilient as their older peers and often, negativebehaviour displayed by older students, influencedyounger students.

Students taught in Stage 3 classes (5/6 x 6) were alsoasked to respond.

Advantages

An example is being set by Year 6 to others; greateropportunity to interact with new people and make newfriends; we are able to interact with other staffmembers; we get to bond with more students; it pushesyou to get better with a range of students, particularly ifyou're younger; older peers can help you.

Disadvantages

Sometimes the younger students feel nervous; straightyear 6 classes would prepare us for high school better;it's very tricky to teach two groups at one time; straightYear 6 groups are easier for camp, as well as NAPLANtesting; sometimes having Year 5 can hold you back,as you've already learnt that topic; Year 6 said Year 5can be immature sometimes.

Based on the responses shown, as well as responsespreviously gathered from Stage 3 teachers over a twoyear period, composite classes work really effectivelyfor Stage 3 students due to their level of maturity. Theyare also very beneficial for students as they transition toHigh School, as there is always a familiar face waiting

to greet them when they enrol at the local feederschool, Muswellbrook High School. Hence theexecutive staff made the decision to group Stage 3students together in composite classes (5/6 x 6) for2019.

However, feedback received from staff and students inrelation to Stage 2, indicated that they would prefer toteach and be taught with peers of the same age/grade.The two major reasons for this was the large differencein maturity levels and the younger students beingexposed to unnecessary negative behaviour displayedby the older cohort. Hence the executive staff madethe decision to return to straight grade classes inYear 3 and Year 4 for 2019.

People Matter 2018 survey.

A high percentage of staff took the time to complete thePeople Matter 2018 survey. This is a strong reflectionof our collective approach to positive, proactive andsupportive leadership and management ofMuswellbrook Public School. Equally it is also areflection of the collegiality and teamwork that is veryevident at our school.

The positive results collated are a reflection of ourstrong commitment to improving educational outcomesfor students, built around highly supportive and collegialprofessional learning for staff. Our staff feel wellsupported through our Learning Support Teaminitiative, as well as our personalised approach to staffwellbeing. Other areas that indicate strong staffsatisfaction include High Performance (79%),Communication (75%), Diversity & Inclusion (76%) andEngagement with Work (78%).

Parent feedback was gathered from P & Cmembers. When asked the question, "What do we dowell at MPS?", the responses were as follows:

Communication, maximum effort is made; fantasticteaching staff; school events especially GrandparentsDays are well attended; we cater well for studentsfacing learning difficulties; camping programs buildindependence and resilience, which is somethingparents value; staff always have the best interests atthe centre of all decision making; the PositiveBehaviour for Learning has made a huge improvementto student behaviour; assemblies are enjoyable; it'sgood to see that students have a chance to shine infront of an audience; public speaking is good forstudents too; our dance groups are exceptional;swimming lessons are great for younger kids.

Gifted and Talented Education was mentioned as anarea for further development..

Hence, the executive staff made the decision tofurther develop Gifted and Talented education, aswell as extension groups, in order to improvestudent outcomes for our more capable students.


Policy requirements

Aboriginal education

Muswellbrook Public School received Aboriginalfunding in 2018. These funds were used to supportAboriginal students in mainstream classes. We alsoembed Aboriginal Culture into many aspects of schoollife. We celebrate NAIDOC Day, where all members ofthe whole school community are invited to join in thecelebrations.

We work in partnership with the Aboriginal EducationConsultative Group and ensure that families ofAboriginal students are consulted when preparingPersonal Learning Plans. Aboriginal Education is alsoenhanced by visiting performers and by formingpartnerships with local Aboriginal people, who visit ourschool to work with students and engage them inAboriginal cultural experiences.

Multicultural and anti-racism education

In line with the school plan, the school has reviewed itsteaching and learning programs this year to ensure thatculturally inclusive classroom and school practices areembedded. Further to this our programs fosterstudents' understandings of culture, cultural diversity,racism and active citizenship within a democratic,multicultural society. Teachers participated inprofessional learning and included strategies forembedding multicultural and anti–racism education intotheir teaching and learning programs. Harmony Daywas celebrated by the whole school community and arange of strategies have been incorporated to improvethe school's communication with parents andcommunity members from culturally diversebackgrounds. As a result, these strategies arestrengthening parent and community engagement.


2018 muswellbrook public school annual report · the environment – buddy bench design...

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