2018 rollands plains upper public school annual report · differentiation allows for maximum growth...

Rollands Plains Upper Public SchoolAnnual Report

2018

2985

Printed on: 28 May, 2019 of 10 Rollands Plains Upper Public School 2985 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Rollands Plains Upper Public School as an account of theschool's operations 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.

Leanne Parker

Principal

School contact details

Rollands Plains Upper Public School719 Upper Rollands Plains RdRollands Plains, 2441www.rollandplu-p.schools.nsw.edu.aurollandplu-p.school@det.nsw.edu.au6585 8274


School background

School vision statement

Rollands Plains Upper Public School (RPUPS) staff employ current research evidenced based teaching strategies thatare engaging, diverse and encompass current and future contexts. RPUPS ensures equality for every learner. All schoolprograms are built on a comprehensive and inclusive framework to support the cognitive, emotional, social, physical andwellbeing of students. Technology is an integral part of daily learning across all stages, seamlessly supporting theteaching of all Key Learning Areas.

School context

Commencing in 1941, Rollands Plains Upper Public School (RPUPS) is located in the Hastings Valley, 45 kilometresNorth West of Port Macquarie.

Rollands Plains is an agricultural area with both commercial and hobby farming. Rollands Plains offers limited communityinfrastructures with the nearest town facilities located in Port Macquarie and Wauchope.

RPUPS currently has an enrolment of 29 as on census date with a Family Occupation and Education Index (FOEI) of111. This is slightly higher than the state average of 100. RPUPS offers a supportive family atmosphere in a safe andsecure environment.

Our school ethos is built around high expectations and a commitment to excellence by all staff and students. There is anexpectation students will learn and achieve positive outcomes through quality teaching programs and opportunities atRPUPS.

RPUPS is actively involved in promoting opportunities for students to learn with, socialise and integrate with, studentsfrom our Bago Community of Schools through sporting events, camps, connected classrooms teaching activities andexcursions.

The cornerstones of 21st century learning are evident across all curriculum areas with technology at the forefront. Ourcommitment is to each student’s development of core academic knowledge and their ability to apply their knowledge andskills with flexibility and creativity to become lifelong self– directed learners.

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.

The outcomes of our reflective self–assessment indicated that in the School Excellence domain of Learning, RollandsPlains Upper Public School is delivering. Rollands Plains Upper Public School has a positive learning culture supportedby the high expectations of staff and parents. We work with parents, our families, P&C and the wider community toenable students to reach their full potential. The staff has a strong commitment to improve the educational outcomes andwell being of all of our students. Staff maintained their knowledge of current research based best practice throughattending professional learning opportunities and working collaboratively. Learning programs implemented throughout2018 include Language Learning and Literacy (L3) and Targeted Early Numeracy (TEN) as part of the Department ofEducation's Early Action for Success Literacy and Numeracy strategy. Staff work closely with our Instructional Leader totrack and implement programs for all students aiding optimal growth and achievement. Fostering positive well beingacross our school we have continued to implement a bridged version of Positive Behaviour for Learning (PBL). A newprogram Worry Woos was introduced to all students which saw positive outcomes particularly in the younger years asthey could relate to the characters' of each of the emotions and found verbalising more easy when referencing thecharacter. We have continued focusing heavily in 2018 in the area of STEM with a body of work through fashionpresented to the community as a showcase of learning.

In the School Excellence domain of Teaching, the results of reflective self–assessment indicated that Rollands PlainsUpper Public School is delivering. Teachers at Rollands Plains Upper Public School individually and collaborativelyreflect upon and evaluate their teaching practices, to ensure that the strategies implemented for teaching are both


evidenced based and effective. Our central pedagogies are explicit teaching, differentiated learning and the effective useof formative assessment to inform teaching. Teachers have begun using explicit and timely feedback based on successcriteria and learning intentions. As a staff we will continue focusing on, developing and implementing these strategies in2019 and beyond. We endeavor to provide effective conditions for learning, in each of our learning settings byimplementing a school wide, systematic approach to effective positive classroom management. This includes the use ofClass Dojo. Class Dojo is an interactive online platform providing fluency of information between parents, students andstaff. Each party play an active role and responsibility for student learning and feedback. This process has proved to bevery successful in 2018 receiving all round positive feedback from students, parents and staff.

In the School Excellence domain of Leading, the results of this process indicated that Rollands Plains Upper PublicSchool is sustaining and growing. The school leadership team fosters a school wide culture of high expectations and ashared sense of responsibility. The leadership team actively promotes our school vision and pedagogies supportingcollaborative performance development and staff focuses as a whole to improve their performance through the PDPprocess founded on the Australian Professional Standards for Teachers and the Australian Professional Standards forPrincipals. The school leadership team fosters the development of staff through secession planning, promoting individualtalents and allocating roles and responsibilities accordingly. As a whole staff we are actively seen in our communitypromoting our school and engaging in community based activities. This has resulted in a positive school and staff image.The leadership team has embedded strong transition programs including pre– kinder and pre year 7 ensuring smoothtransitioning into new educational settings. All staff provide and promote opportunities for students to participate inactivities after school hours through term events and annual events. The leadership team ensures the strategic use ofschool personnel and financial resources to support our key directions. This is evident in our classroom structuresmaintaining small class sizes and achievement of school goals.

Continuing our self–assessment process will assist us in refining our school vision, learning goals for both students, andall staff including leaders and our school plan, leading to further improvements in the delivery of education to ourstudents.

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

Differentiated Learning Learning for Everyone

Purpose

Responsive learning programs in literacy and numeracy can help address the needs of our diverse learners enablingthem to develop growth mindsets and capabilities . Differentiation allows for maximum growth and success.

Overall summary of progress

Responsive learning programs in literacy and numeracy are addressing the needs of our diverse learners enabling themto develop growth mindsets and capabilities . Differentiation is allowing for maximum growth and success. Successfullyimplemented programs have included L3, TENS, STEM Fashion focus unit, PBL and worry Woos.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

School self–evaluation shows amovement from delivering tosustaining and growing in thedomains of: Teaching (Data skills& use) Learning (Differentiation)Teaching (Learning andDevelopment Collaborativepractice and feedback).

All student's IEPs are usedeffectively to identify current andfuture learning needs to supporttheir growth with a particularfocus on literacy and numeracy.

All students in literacy andnumeracy are on track evidencedby personalised learning goals,syllabus outcomes and learningprogressions.

Release day for staff toaccurately track andmonitor student assessmentand Plan data.

All students are accurately tracked on PLAN 2.Student assessment data and learning goals isevident in classroom programs.effectivedifferentiation strategies are identified andimplemented evidenced through classroomobservations and programs.

Next Steps

2019 after reflecting on our goals for 2018 is to continue developing L3 and Tens as part of the early Action for SuccessLiteracy and Numeracy Department of Education initiative. Embed learning intentions and success criteria in all literacyand numeracy teaching programs. Continue implementing STEM based learning units. All staff will continue withprofessional learning based on the use of authentic data to guide teaching and collective efficacy.


Strategic Direction 2

Future Focused Learning Learning for Today and Tomorrow

Purpose

To improve learning for today and tomorrow through the mastery of core academic content, the development of studentlearning dispositions and growth mindset skills.

Overall summary of progress

Learning for today and tomorrow through the mastery of core academic content, the development of student learningdispositions and growth mindset skills has been improved through out 2018 through, the use of technology support in theclassrooms, targeted learning and differentiation.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Technology that supportslearning is expertly integrated intoclassroom programs by teachersevidenced by movement fromsustaining and growing toexcelling as measured by theSchool Excellence Framework(Leading domain, Schoolresources – Technology).

All students demonstrate ageappropriate achievement in bothCritical and Creative Thinking andInformation Technology Skillsmeasured by ACARAcontinuums.

$8,000.00 purchasing newtechnology hardware.

$3,50.00 teacherprofessional learning

$2,000.00 computercoordinator

New computers and IPads were purchased. Staffwere in–serviced using SketchUp, 3D printing,Mindcraft Education Edition. Students undertook anextensive STEM project following a focus theme offashion. Teachers have begun to embed theCreative and Critical learning skills into programsand use them to monitor students progressaccordingly.

Next Steps

Our next steps will be to continue developing and embedding skills learnt from 2018 into 2019 and to introduce anunderstanding of different learning styles. Students and teachers will both develop their knowledge of learning styles.Teachers will gain a deep understanding of the students in their class and their preferred learning styles and cater forthese accordingly.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading $ 1, 812.00 • Aboriginal backgroundloading ($1 812.00)

Funding was used to support our Aboriginalstudents in the classroom using an SLSO.Part of the funding was also used to providerich, engaging cultural activities to our wholeschool during special days of significance.

Low level adjustment for disability • Low level adjustment fordisability ($ 3,309.00) • Low level adjustment fordisability ($3 309.00)

Funds were expended on additional teachingtime to support students across K–6. Fluidtargeted learning groups were formed foridentified students.

Socio–economic background • Socio–economicbackground ($ 11, 243.00) • Socio–economicbackground ($11 243.00)

The funds were expended on additionalsupport teaching for student learningprograms including L3, TENs. A reduction inclass sizes enabled a more focussedapproach to individualised learning. NAPLANresults in 2018 indicate all students exceedingexpected growth from 2016. 80% of year 5students were at or beyond state averageacross all areas.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 9 12 18 24

Girls 6 5 6 6

Our student enrolment data indicates a steady increasein enrolments annually over the past four years.

Student attendance profile

School

Year 2015 2016 2017 2018

K 98.7 93.5 94.3 93.7

1 87.2 91.4 91.9 92.9

2 94.3 95.7 96.5 90.2

3 90.1 97.8 91.7 93.6

4 95.3 88.2 90.7 87.6

5 94.8 87.6 91.7

6 93.8 94.6 80.1

All Years 93.6 94.2 92.7 91

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 93.9 93.8 93.2

6 93.5 93.3 92.5

All Years 94 94.1 93.9 93.4

Management of non-attendance

The importance of school attendance is conveyed inour school newsletters regularly and via our parentalClass Dojo message system. Our general reminders ofthe importance of school attendance are given for notonly full days but also partial attendance often as aresult of lateness or early departures. During our 2018school year our student attendance was at a slightlybetter rate than the state percentages. It is theresponsibility of each classroom teacher to maintainaccurate attendance records through ebs ontrackstudent management. When a student is absent

parents are required to inform the school by either anote, email or a phone call providing an explanation forthe absence. Staff will contact the parents/ caregiversvia phone the day of or the following day of a student'sabsence. Our school works closely with our localHSLO. Management of non–attendance by students ismanaged in accordance with the NSW Department ofEducation's policies and procedures.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 1.39

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration and SupportStaff

0.9

*Full Time Equivalent

Our school has currently no identified Aboriginal staffmembers.

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 33

Professional learning and teacher accreditation

All teaching staff members are recognised as havingtheir NESA Proficient level of accreditation. Early Actionfor Success strategies continued to be a focus for ourstaff training as our school is an Early Action forSuccess school. Additional areas of study for staffduring 2018 included: Seven Steps to Writing, VisibleLearning and Information Technology. SASS staffattended a number of training days in using the tools ofthe Learning, Management and Business Reform.

Financial information

Financial summary

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


December 2018.

2018 Actual ($)

Opening Balance 47,643

Revenue 514,049

Appropriation 493,265

Sale of Goods and Services 3,023

Grants and Contributions 17,114

Gain and Loss 0

Other Revenue 0

Investment Income 647

Expenses -496,157

Recurrent Expenses -496,157

Employee Related -444,321

Operating Expenses -51,836

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

17,892

Balance Carried Forward 65,535

The balance carried forward is a result of targetedallocation for funds to be expended in 2019 to replaceoutdated technologies within our school including classand staff computers and classroom interactivewhiteboards. Grants and contributions in 2018 werelargely due to our school successfully gaining sportsfunds each term. The "Appropriation" covers all of ourschool equity,learning support and Aboriginal educationfunds. Each of these areas of funding were fullyexpended in 2018.

In 2018 our school was fully deployed in using a newaccrual accounting system. Where possible we haveensured the use of procurement to purchase up to dateresources ensuring the best educational environmentand outcomes for students. Our school's financialprocesses follow the mandatory auditing systems asset by the Department of Education to ensure financialtransparency and appropriate expenditure and acquittalof all school monies.

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 449,679

Base Per Capita 4,641

Base Location 8,943

Other Base 436,095

Equity Total 26,774

Equity Aboriginal 1,812

Equity Socio economic 11,243

Equity Language 0

Equity Disability 13,720

Targeted Total 0

Other Total 4,380

Grand Total 480,833

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.

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.

No reportable data is available for our school as wehave cohorts smaller than 10 students.

No reportable data is available for our school as wehave cohorts smaller than 10 students.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. This website provides information to ourcommunity which is no longer valid for our currentschool context.

The Premier's Priorities: Improving education resultsand State Priorities: Better services – ImprovingAboriginal education outcomes for students in the toptwo NAPLAN bands

Our two Aboriginal students who sat the NAPLANtesting in 2018 both placed above state average and inthe top two bands across most areas.

Parent/caregiver, student, teachersatisfaction

An adapted version of the Tell Them From Me surveywas used in 2018 to gather data on parent, teacher andstudent survey. A wide array of responses were givenby students as to their favorite learning subject. Allstudents reported they enjoyed attending school withmany responses including fun, friends and greatlearning opportunities. Staff identified a sense of astrong team focused on supporting each other andworking collaboratively. All staff reported feeling asense of worth and being valued in the work place. 13out of 18 families responded to our survey. Reflectionson the results indicated that all families felt they couldspeak to school staff and that teachers demonstratepersonal responsibility for improving practice andeducational outcomes for all students. Areas for focusinclude the times school events may be conducted as itcan exclude some parents from attending, increasednotice and or communication regarding school activitiesoccurring. Overall all feedback was positive andsupportive of our school teaching, leading and learning.

Policy requirements

Aboriginal education

Our school is committed to improving the educationaloutcomes and well being of all Aboriginal and TorresStraight Islander people. Our school policy is writtenaligned to the NSW Department of Education'sAboriginal Education policy.

Multicultural and anti-racism education

Our school prides itself on promoting respectfulrelationships and a deep understanding of all citizensbeing part of one world. Our Multicultural andanti–racism policies are based on the Department ofEducation's policies and the Anti– racism advice forschools 2015 document.


2018 rollands plains upper public school annual report · differentiation allows for maximum growth...

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