2020 annual report - tullimbar public school

2020 Annual Report

Tullimbar Public School

4649

Printed on: 27 April, 2021 of 24 Tullimbar Public School 4649 (2020)

Introduction

The Annual Report for 2020 is provided to the community of Tullimbar 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.

School contact details

Tullimbar Public SchoolExeter PlaceTullimbar, 2527www.tullimbar-p.schools.nsw.edu.autullimbar-p.school@det.nsw.edu.au4257 7261

Message from the principal

No one could have predicted that 2020 would be so complex. Our school, our community and indeed our country, havenavigated some extraordinary circumstances these past 12 months. Bushfires, floods, COVID-19 and the rapiddevelopment of our community are just a few of the headlines from 2020. Never more have our 5 Keys to Success beenmore important.

We have had to be resilient beyond what any of us would have thought capable. Our students have had to learn andthrive in a world where from day to day, none of us knew what the rules would be. Our parents/carers had to quicklybecome teachers themselves while learning how to work from home. Our teachers took all of their knowledge andexpertise and learned how to teach online and stay connected to their students, even though it was exhausting.

We have shown persistence in maintaining our relationships, values and high expectations when 2020 was giving us athousand excuses to 'take it easy'. Our students have thrived through all stages of COVID-19 interruptions and so hasthe community. We have used social media, interactive online communication and virtual assemblies to keep in contactwith each other.

We have grown in confidence through professional learning, risk taking and collaboration with the whole schoolcommunity. We know without a shadow of a doubt that our students deserve the very best in their school experience. Weare getting better every day as teachers, leaders, support workers, parents/carers and community members insupporting our students to thrive.

We have been challenged in our organisation skills this year. From making sure we had enough toilet paper, toensuring that during lock down, everyone had access to resources to continue learning, we have developed withoutmeasure.

Finally, and probably most importantly, our school and our entire community have come together, demonstrating ourgetting along skills. I personally have never felt so supported, welcomed and valued by a school community as a whole.Every morning and every afternoon I see parents/carers, students, staff and community members bringing positivity andjoy into each other's worlds. This is something that has been needed more than ever this year.

The You Can Do IT philosophy aims to boost success, improve relationships, reduce stress and promote wellbeing. Wewill continue to develop these aspects in 2021 and beyond.

Tullimbar Public School embedded a new literacy approach this year by providing professional learning to all teachingstaff. This program is based on a synthetic phonics approach to learning to read, write and comprehend and already weare seeing staggering results from our students. Watch this space as the Teaching Literacy through Synthetic Phonicsprogram continues to be embedded in all classes.

This wonderful community opened its arms to Echo the Educational Support Dog. Throughout the COVID-19 lockdown,


she was a welcome distraction for students and staff who were struggling with the isolation required to be at school. Sheputs a smile on many faces each day and will continue to be her silly wiggly self for many years to come.

Miss Baxter and Mrs Vergan have worked diligently to develop the Student Representative Council ("SRC") to amplifythe voice of the students of our school. This program will continue to develop over the years in the areas of fundraising,advocacy and student support. All of the SRC representatives this year should be proud of their actions and efforts. Youhave all made a difference!

Our School Captains and Vice Captains have not had the year that they expected. We attended the Young LeadersConference in Sydney at the start of the year and came away from the day with some grand plans. Unfortunately, manyof these plans were not to be, however our leaders have shown enormous initiative and spectacular problem-solvingskills and have found a way to be outstanding leaders.

Highlights from the 2020 school year have been: • Getting to know all of our students, families, teachers and support staff • Learning the names of 420 students by standing at the front gate and being greeted with a smile many mornings • Watching our students in the Support Unit thrive through extraordinary circumstances • Working with the talented administration staff to maintain the high standards of our school systems • The day that we welcomed all students back on site after remote learning • The day that our kindergarten students went on their first big excursion • Watching Echo work with students to help them love being at school • Working with the Parents & Citizens Association ("P&C") to deliver fantastic fundraising opportunities and

overcome the challenges of 2020 • The outstanding work of the school canteen • Celebrating the achievements of our Year 6 students • Welcoming our 2021 kindergarten students on site for transition activities

I give my sincere thanks to the P&C for their ongoing support of our students, the school and myself. Starting a newschool is tricky. Starting a new school as Principal is challenging. Starting at Tullimbar Public School with such anamazing community is a dream come true.

I congratulate the teachers of Tullimbar on their highly successful year. They have faced once in a lifetime challenges allwithin a 12-month period and I couldn't be prouder. This year we say goodbye to Miss Baxter, Mrs Sampson Mrs Bondand Mrs Cummins as they explore new adventures. We hope they maintain their connection with our lovely school. Theywill be missed but we know their new schools are lucky to have them.

One of my favourite lines from Harry Potter is;

'Happiness can be found even in the darkest of times, if one only remembers to turn on the light'.

Even if 2021 is as challenging as 2020, Tullimbar Public School will continue to be the source of light for our community.

Message from the school community

Who would ever have thought 2020 would turn out like it has? Barely did we get started for the year and COVID 19 hit.

Adhering to government and departmental guidelines, most of our fundraisers, community events and normal activitieswere cancelled. These included hot cross buns, Easter egg raffle, discos, roller skating fun days as well as Mother's andFather's Day stalls. Meetings could no longer be held face to face and were conducted via zoom.

On Monday 23 March 2020, the Department of Education forced the closure of all school canteens and uniform shopsand soon after, school banking also ceased at the direction of Commbank. We were very fortunate that our applicationsfor job keeper and cashflow boost were successful to ensure our canteen manager continued to be employed andremunerated during this difficult time. We were also successful in our application for a government grant to cover theregular fixed costs.

Then the unprecedented announcement that students were to stay at home. Home-schooling had begun. I am incrediblythankful to our teachers who were quickly responsive to this need and soon we were all being instructed on googleclassrooms, zoom, Kami, Mathletics, Reading Eggs, google slides and all sorts of programs we needed to learn andadapt to. All our parents/carers should be immensely proud of themselves for taking up this challenging new role and Iknow that many were trying to work fulltime concurrently to home schooling. I know I certainly learnt a lot of new thingsthat I had forgotten many years ago. I think our teachers, parents/carers and our children have a newfound resilience wenever thought we had.

Finally, our children went back to school, our canteen re-opened and we were able to accept online uniform orders. We


were also able to hold a couple of fundraisers being the Picture Plate fundraiser which raised $738, our Mangofundraiser raising $1,500 and a Colour Run which we are waiting to find out the final tally. We are incredibly thankful forthe community support of our fundraising efforts to provide items that benefit our school and students that may nototherwise be affordable in the school budget. This year we were able to contribute $17,000 to purchase another set oflaptops and 2 sets of coding Blue-bots from previous year's fundraising.

Not being able to operate as we normally would, the P&C this year has focussed on those behind the sceneadministrative tasks including on-line banking, contract updating, uniform measurement charts, grant application andprocess reviews.

A special thank you to Belinda Wallace for her immediate acceptance, continual communication and consultationthroughout her first year as Principle. We look forward to working with you for many years to come to make our schoolthe best it can possibly be.

Our Canteen Manager, Selena, has ensured that our children and staff receive amazing and delicious food options thatcontinue to meet all requirements of the NSW Healthy School Canteen Strategy. A lot of creativity and planning goes intoensuring the correct ratios of everyday foods and occasional foods to meet the requirements. A survey was conducted tosee if parents/carers wish for the canteen to open more days per week and the response was a resounding "Yes,please". We are now reviewing our opening days for 2021. A huge thank you to Selena for all her hard work and effortthroughout 2020.

Another massive thank you must go to our Uniform Coordinator, Jennifer Coombes. She no longer has childrenattending Tullimbar but continues to volunteer her time to run the uniform shop. There is a huge amount of behind thescenes work that is involved and we are very grateful for her time and support of our school.

The P&C has other helpers that are always happy to put up their hand to assist with the canteen, uniform shop, schoolbanking and various fundraising activities. We would like to thank those parents/carers, grandparents, teachers and staff.Please know you are valued and appreciated.

Finally, to our P&C Executive team - Liz, Danielle, Danni and Bek. I thank you for all your time, dedication and continuedsupport. I am beyond grateful for all you do.

I very special mention to our founding P&C Treasurer Danielle Smith who stands down this year. We are so thankful forthe years that you have volunteered your time. Over the past 12 years, your contribution has been immense and you willbe missed.

Mrs Leanne Sims

P&C President


School vision

Promoting excellence by great teaching, inspired learning and building leadership capacity through quality schoolcommunity interactions.

School context

Tullimbar Public School is located within the Shellharbour City Council precinct and currently caters for 420 mainstreamprimary and support students. The committed and enthusiastic staff work in cooperation with the community to provide apositive environment for students. The school caters for all students, from those with outstanding skills and talents tothose who need extra support and assistance. Parental and community involvement is encouraged and prevalent withinthe school.

Tullimbar Public School strives to provide the best educational opportunities for each and every student so they achievetheir full potential and have positive feelings of self worth. The function and operation of Tullimbar Public School is firmlylinked to the needs of children and their families within the school community. The school seeks to provide anenvironment which is stimulating and relevant. The staff is sensitive and purposeful in their endeavours. In all facets ofschool life, children, parents and staff are encouraged to appreciate the efforts of others. At the centre of caring forchildren is a commitment to literacy, numeracy and self-expression in the delivery of quality education, which provides allchildren with opportunities to experience and enjoy success.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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

Self-assessment using the School Excellence Framework

Elements 2020 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Delivering

LEARNING: Student performance measures Working towards Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability

https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability

Strategic Direction 1

Excellence in Learning

Purpose

The purpose of Strategic Direction One is to develop students who are independent, creative, twenty first centurylearners.

Their learning experiences need to deeply engage and prepare students for the real world. This includes high levelliteracy and numeracy skills through the implementation of visible learning pedagogies.

Improvement Measures

Increase the proportion of students achieving the Premier's targets (Bump It Up) for Tullimbar Public School in readingcomprehension and numeracy.

An increased proportion of students can articulate their learning and understand what they need to learn next to enablecontinuous improvement.

An increased percentage of students will achieve at or above grade standard for literacy and numeracy based on A-Ereport data.

Increased effective use of visible learning strategies by teachers and students is evident in every classroom.

Overall summary of progress

Visible Learning

Visible Learning in the classroom has helped students successfully work towards achieving learning objectives. Studentsused Learning Intentions to understand what is expected of them. Classroom teachers have helped support studentscheck against measures (Success Criteria) in order to clarify how they have achieved the learning objective. Impact ofimplementing evidence-proven, high impact practices at Tullimbar Public school has helped support all in achievingsuccess.

Tullimbar Public School is: • Continuing to embed visible learning strategies (learning intentions and success criteria) into learning both in the

classroom and online from home • Reviewing current teacher knowledge and expectations when using visible learning strategies and evaluation of

supports in place • Continuing to reflect learning intentions and success criteria in teaching and learning programs

Literacy

The commitment of all classroom teachers and support staff to an evidence based approach to teaching literacy, with100% of teaching staff engaging in professional learning has elevated the collective capacity of the school to explicitlyteach literacy, and enhance success across all key learning areas.

Tullimbar Public School is: • Continuing to deliver evidence based practice in literacy with a focus on teaching literacy through synthetic phonics • Triangulating student performance and achievement data to analyse and evaluate the impact of professional

learning, teaching and learning programs, and student engagement on success in literacy • Continuing to report on student achievement in literacy via student academic reports and work samples

Numeracy

Ongoing collective research and evaluation of current practices in numeracy are positioning the staff of Tullimbar PublicSchool to focus on the development of mathematical teaching and learning practices in the 2021-2024 SIP.

Tullimbar Public School continues to: • Evaluate and analyse student performance and achievement data to make determinations regarding professional

learning needs and student academic needs and strengths • Investigate various numeracy programs and pedagogies primarily supported by CESE and the Literacy and

Numeracy Hub


• Plan to include an in depth focus on Numeracy in the 2021 SIP

Progress towards achieving improvement measures

Process 1: Visible Learning

Implement a consistent whole school approach to student learning experiences

Evaluation Funds Expended(Resources)

In 2020 at Tullimbar Public School, visible learning practices continued to beevident in teachers classrooms with consistency in the use of learningintentions and success criteria in literacy and numeracy activities. Thedisruptions caused by the COVID-19 pandemic and moving to mixededucational delivery (online/face to face) directly impacted furtherdevelopment of these practices in Term 2.

The visible learning team created a survey to evaluate teachers knowledgeand current practice using visible learning strategies to establish theimportance of visible learning appearing in the 2021-2024 school plan.

In 2020, all teachers: • continued to develop and practice visible learning strategies in theclassroom with a focus of implementation in literacy and numeracy • made credible attempts to implement visible learning strategies intoonline/remote learning activities • engaged in evaluative surveys and collegial discussions regarding theeffectiveness of visible learning on student achievement and teacherperformance.Teacher survey data provided the following insights: • 12 teachers have engaged in visible learning professional learning in thepast 2 years • 6 teachers have not engaged in visible learning professional learning in thepast 2 years • 10 of the 12 teachers who completed professional learning in visiblelearning rate their understanding and implementation as 3 out of 4 (where 4is excellent) • 10 teachers are confident to provide help and support to new staff in theimplementation of visible learning in the classroom.Due to NAPLAN not being completed in 2019, it is not possible to report onthe proportion of students who achieved the Premier's Targets.

54% of students in year 5 achieved A or B grades in their end of year report

6% of students in Year 4 achieved A or B grades in their end of year report

10% of students in Year 4 achieved A or B grades in their end of year report

All other year groups did not achieve results in A or B scales in the end ofyear reports in literacy or numeracy.

2018 and 2019 Visible Learning Teamdata, research and implementationdocuments.

Visible Learning reflection andplanning surveys.

Process 2: Literacy

Engage students in quality research based pedagogy to improve whole school reading andcomprehension. E.g Teaching Literacy Through Synthetic Phonics, Focus on Reading


Tullimbar Public School teachers have improved their knowledge or effectivestrategies to improve literacy outcomes for all students by participating inprofessional learning in Teaching Literacy using Synthetic Phonics. Allteaching staff engaged in professional learning both face to face andremotely during the COVID-19 remote learning period.

Teacher professional learning withKim Peters in Teaching Literacy usingSynthetic Phonics.

School Learning Support Officer



High quality professional learning was delivered and implemented in phasesacross all stages and include assessment for and as learning as keycomponents.

This has resulted in the following student learning outcomes:

- 44% of kindergarten students meeting or exceeding benchmark readinglevels

- 38% of Year 1 students meeting or exceeding benchmark reading levels



- An average of 80% of students in Year 1, 2 and 3 achieving growth of 1 or2 stanines in ACER PAT Reading Assessment

- All students tracking their growth and achievement in reading, word attackand spelling with a demonstrated understanding of their next steps inlearning.

support in classrooms for programimplementation.

Funding Sources: • Professional learning ($25000.00) • Literacy and numeracy ($12347.00) • Quality Teaching, SuccessfulStudents (QTSS) ($10000.00)

Process 3: Numeracy

Engage students in quality research based pedagogy to improve whole school numeracy. E.g. TEN,TOWN


Tullimbar Public School introduced the Australian Council of EducationalResearch Progressive Achievement Tests (ACER PAT) Maths assessment toinform teaching and learning programs, and to allow class, stage and schoolwide analysis of skills in mathematics.

Teaching staff participated in a broad range of high-quality, online deliveredprofessional learning opportunities throughout 2020. Whole-school andstage-based professional learning and planning days were critical in teachersidentifying student area of need, and potential areas for further developmentfor teachers.

School based professional learning focus areas were shared with staff at thebeginning of 2020 and these were integrated into each teachers Performanceand Development Plan goals.

Research into mathematical best practice commenced in 2020 with an aimto: • improve teacher knowledge, skills and abilities in developing highlyeffective maths lessons • improve teacher ability to collect, evaluate and utilise student learning data • improve teacher knowledge of curriculum documents and requirements inmathematicsIn 2020 • 86% of students demonstrated 1 or 2 stanines growth in ACER PAT Mathsassessment • 100% of teachers assessed and tracked student performance using ACERPAT Maths data, making adjustments to teaching and learning programs as aresult

Department of Education professionallearning

Literacy and Numeracy strategywebsite and resources

Every Day Maths Hub

Next Steps

• Continue to embed Teaching Literacy using Synthetic Phonics across all stages, ensuring that all teachers receiveprofessional learning to implement the program effectively


• Monitor and review visible learning elements (learning intentions, success criteria) and use evidence to establishnext steps in visible learning implementation

• Continue to build data literacy skills for all teachers and leaders to inform teaching and learning practice • Embed literacy and numeracy best practice and pedagogy in the 2021-2024 Strategic Improvement Plan



Excellence in Teaching

Purpose

The purpose of Strategic Direction Number two is to ensure that teachers provide excellent learning programs ensuringTullimbar Public School students are prepared for the future.

This direction concentrates on high quality teaching delivery and excellent pedagogy. Staff will engage in professionallearning, collaborative planning and sharing to promote individual practice and strengthen staff performance andwellbeing to assist the school in delivering systemic expectations in teaching.


Appropriate and effective literacy and numeracy programs are systematically planned as part of a coherent programthat has been collaboratively designed across stages.

All teachers regularly contribute to gathering and analysing data to inform teaching.

An increased proportion of staff feel they are supported and have higher levels of well being.


Professional Learning

Beginning teachers were supported throughout the year through 1:1 mentoring programs and additional release fromface to face teaching. Professional learning focused on teaching literacy through synthetic phonics and the adaptationrequired to teach remotely during the COVID-19 pandemic.

Tullimbar Public School: • Provided shoulder to shoulder support to all beginning teachers both at school and remotely • Provided whole staff training packages in computer skills, delivering curriculum remotely and mental health • Supported staff in utilising data to inform teaching practice and increase data literacy

Collaborative Practice

Collaborative practice was fostered through the provision of Stage Planning Days each term to build the collectiveteaching capacity of teachers across each stage and distribute planning workload equitably.

Collaborative practice will continue to be supported by: • Creative and flexible use of resources and funding to maximise staff opportunity to collaborate • Further develop purpose statements, agendas and intentions for stage planning sessions with an aim to maximise

impact on student learning • Conducting surveys and analysing survey data regarding the impact of stage planning days on teaching and

learning as well as student outcomes.

Staff Wellbeing

Staff wellbeing has been critical in 2020 with the stream of natural disasters and the COVID-19 pandemic. Ongoingsystematic reviews of staff wellbeing practices will be included in the 2021-2024 Strategic Improvement Plan.

Staff wellbeing will continue to be supported through: • Ongoing and responsive approaches to staff wellbeing through the new Strategic Improvement Plan • Continued collegial support and utilisation of the Department of Educations resources


Process 1: Professional Learning

Engage all staff in professional development practices such as co-coaching, mentoring, self-evaluation,observations and feedback in order to improve teaching practice.




Beginning teacher support was provided to all identified teachers in 2020using beginning teacher support funds. Teachers worked with a mentor todevelop their skills to deliver high quality programs for students. This supportwas especially beneficial in moving to online learning formats during the'learning from home' period.

Quality Teacher Rounds were deferred to 2021 due to limitations from theCOVID-19 pandemic, however the basis of the professional learning hasbeen embedded into 2021 school planning discussions.

Casual teachers days x 4 for QualityTeacher Rounds professional learning

Teacher professional learning funds

Beginning teacher funds

Funding Sources: • Professional learning ($5400.00) • Support for beginning teachers($15000.00)

Process 2: Collaborative Practice

Develop and implement collaborative processes for consistency in data informed, research basedplanning and programming across stages for literacy and numeracy.


Tell Them From Me teacher survey results indicate that teachers value stageplanning days, however, further internal impact surveys indicated that theywere implemented with some inconsistency therefore the impact of stageplanning days on student outcomes is inconsistent. Teachers used theirplanning days to distribute programming requirements, develop skills inconsistent teacher judgement, develop quality units of work and providesupport in individualised learning approaches and behaviour management.

Stage planning days

Process 3: Staff Wellbeing

Engage all staff in collaborative practices to enhance well being.


Restorative practices support staff, student and parent/carer interactions andhave resulted in positive issue resolutions in all cases in 2020. Professionallearning developed and delivered by executive team to staff in semester 2.

Daily communication regarding critical issues (flooding, COVID-19) providedto all staff via email and school app. Feedback surveys demonstrated highvalue from all staff regarding communication, especially regarding COVID-19expectations and changes.

Staff wellness activities maintained high staff morale during COVID-19disruptions and were available online and in person using social distancingrequirements.

No financial resources required

Next Steps

• Continue to be innovative in supporting collaborative practice through the careful and strategic utilisation of schoolfunds

• Include collaborative practice in the 2021-2024 Strategic Improvement Plan • Continue to support staff wellbeing through targeted approaches to positive mental health, collaborative practice

and the school wellbeing framework



Excellence in Leadership

Purpose

The purpose of Strategic Direction three is to create leadership systems, innovation and growth through a community ofbest practice for ongoing development of the students, staff and school community.

School leaders will engage with staff, executive team, students and the school community to educate all stakeholdersabout the school's teaching and learning processes. This will assist the school in delivering systemic expectations forleading, teaching and learning.


Effective engagement of parents/carers in information/learning sessions.

Increased evidence of parental involvement and support of student learning.

All leadership team members embed clear processes, with appropriate support, to direct school activity towardsan effective and cohesive approach to teaching and learning.


The School Community Project

COVID-19 disrupted the original plans of the school community project. Focus was shifted to forming a strong, accurateand credible basis for the Strategic Improvement Plan for 2021-2024 with high levels of community consultation.

Executive Team Project

Leadership capacity building became a focus in 2020 with a draft leadership structure proposed to staff.

Tullimbar Public School has: • Established creative and innovative leadership structures to build the leadership capacity of the executive team

and build the leadership capacity of the teaching staff • Embedded leadership reflections in the situational analysis and in the initial planning for the Strategic Improvement

Plan


Process 1: School Community Project

Educate the wider school community regarding the school's current educational practices.


The school community have worked together in partnership to analyse andevaluate school and system data to create and promote the situationalanalysis to form the basis of the 2021-2024 Strategic Improvement Plan. Theschool community have celebrated the achievements of a disrupted andchallenging year with overwhelming positive feedback in the stability of theschool/community partnership.

Process 2: Executive Team Project

Engage executive staff in regular meetings to develop and maintain a cohesive, whole school approachto teaching and learning.




A high quality situational analysis was jointly created with support of theLEED project and is being used to inform the Strategic Improvement Plan for2021-2024. A draft leadership strategy has been collaboratively created tofurther develop the leadership capacity of the executive staff, and to build theleadership capacity of teachers across the school.

Surveys indicate that leadership development over 2020 has had a positiveimpact on staff morale, teacher support and student achievement.

Executive release days

Additional School AdministrationOfficer time in the office

Collaborative meetings with DaptoPublic School staff

Next Steps

• Embed quality leadership practices in all strategic directions of the SIP • Implement the new leadership structure in 2021 with joint development of role descriptions for stage leader

positions • Capitalise on areas of expertise to lead school wide improvement


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal backgroundloading used to purchaseSLSO time to supportattendance andengagement.

School based technology.

Goal Hub subscription andStorylines platform forPLP's

Funding Sources: • Aboriginal backgroundloading ($15 054.00)

The support of Aboriginal students throughoutthe COVID-19 learning from home period washighly successful with 100% of Aboriginalstudents engaging in learning and connectingwith teaching staff at least 3 times per week.The Learning and Support Team andAboriginal Education teams monitoredstudent wellbeing and engagementthroughout the year, with carefulconsideration to cultural needs during thepandemic.

ACER PAT Reading and PAT Mathsassessments demonstrate that 87% ofAboriginal students at Tullimbar Public Schoolare performing within the average range fortheir cohort, with the remaining 13% ofstudents receiving learning support or in classsupport based on Individual Learning Plans.

English language proficiency SLSO support

LaST teacher release forscreening and checklistcompletion.

Funding Sources: • English languageproficiency ($507.00)

EALD data was maintained and used toinform targeted supports for students whorequired additional provisions to accesscurriculum.

Learning and Support Teacher time wasutilised to monitor student language progressfor students who were at the emerging levelof English proficiency, and shoulder toshoulder support provided to classroomteachers.

2 EALD students were identified as beinghigh performing and achieving students andwere provided with additional programs tofurther develop their educational success. 1of these students applied and was successfulin gaining a placement in the opportunityclass for 2021.

Low level adjustment for disability Teacher release forshoulder to shouldersupport for all classes insupporting differentiatedlearning in the classroom.

SLSO support for allclasses (scheduled) tosupport the implementationof differentiated

Funding Sources: • Low level adjustment fordisability ($32 799.00)

Individualised Learning Plans anddifferentiated curriculum delivery wassupported throughout 2020 through the use ofSchool Learning Support Officers andreleasing experienced teaching staff fromtheir classes to work shoulder to shoulderwith all teaching staff to deliver qualityprograms.

Students who required supplementaryadjustments were monitored by classroomteachers, while students requiring substantialand extensive adjustments were monitoredand supported by the Learning and SupportTeam.

Behaviour referrals decreased from Term 1 toTerm 4 by 9% however, data was notcollected throughout term 2 and 3 due to theCOVID-19 pandemic disruptions.

Quality Teaching, SuccessfulStudents (QTSS)

Executive release forshoulder to shouldersupport for all teachingstaff, data collection and

Executive staff used weekly release sessionsto support their teams in delivering qualitycurriculum based lessons in their classrooms.In addition to practical in class support, the


Quality Teaching, SuccessfulStudents (QTSS)

analysis, and curriculumand policy review.

Stage planning days.

Funding Sources: • Quality Teaching,Successful Students(QTSS) ($73 834.00)

executive staff developed and implementeddata collection systems to support dataliteracy and use amongst teaching staff. Theuse of data to track student growth andachievement in maths and English had adirect impact on professional learning thatwas sourced for teachers and in turn theirteaching and learning programs.

Stage planning days were utilised toindividually meet the current needs of eachstage and supported a distributive model ofplanning and programming. 95% of teachingstaff indicated via a survey that they felt thestage planning days directly impacted theirday to day teaching experiences.

Socio-economic background Technology provision

Subsidised excursion/inschool activities

Software licenses for onlinelearning programs

Funding Sources: • Socio-economicbackground ($91 573.00)

Additional technology (iPads) were purchasedto enhance student accessibility to learningactivities in the classroom and during theCOVID-19 learning from home period.

Funds were used to subsidise in schoolevents such as Ranger Jamie culturalexperiences, Aboriginal cultural experiencesand science activities.

Mathletics and Reading Eggs subscriptionswere purchased to support students andparents during the period of Learning fromHome. Parental feedback indicated thatthese platforms ensured that students couldparticipate in self directed learning activitieswhile parents themselves were working fromhome.

Additional laptops were sourced and used asloan devices for students who did nototherwise have access to equipment.


Student information

Student enrolment profile

Enrolments

Students 2017 2018 2019 2020

Boys 167 174 192 217

Girls 137 152 164 195

Student attendance profile

School

Year 2017 2018 2019 2020

K 95.1 92.9 94.8 95.1

1 92.8 96.2 93.5 94.5

2 93.2 91 94.8 93.8

3 91.8 93.6 92.7 94

4 93.2 92.8 92 92.5

5 94.2 93.4 91.5 92.7

6 92.5 90.5 92.1 93.3

All Years 93.3 93 93.2 93.8

State DoE

Year 2017 2018 2019 2020

K 94.4 93.8 93.1 92.4

1 93.8 93.4 92.7 91.7

2 94 93.5 93 92

3 94.1 93.6 93 92.1

4 93.9 93.4 92.9 92

5 93.8 93.2 92.8 92

6 93.3 92.5 92.1 91.8

All Years 93.9 93.4 92.8 92

NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic.The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 Marchto 22 May. During this period, schools monitored engagement with learning to determine whether students were markedpresent. This changed the attendance measure. There was also some evidence of varied marking practices as schoolsadjusted to the learning from home period, with some schools recording higher attendance rates while others recordingmarkedly lower rates.

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.


Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non-attendance.


https://education.nsw.gov.au/policy-library/policies/school-attendance-policy?refid=285839

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 17.38

Literacy and Numeracy Intervention 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.8

School Administration and Support Staff 6.92

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturallysafe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres StraitIslander People.

Workforce ATSI

Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 6.30%

Teachers 3.30% 2.80%

Note 1 - The NSW Public Sector Aboriginal Employment Strategy 2014-17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 - Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-freeSchool Development Days and induction programs for staff new to our school and/or system. These days are used toimprove the capacity of teaching and non-teaching staff in line with school and Departmental priorities.

In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachersand support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2020 Actual ($)

Opening Balance 225,515

Revenue 4,209,319

Appropriation 4,073,395

Sale of Goods and Services 2,996

Grants and contributions 132,199

Investment income 629

Other revenue 100

Expenses -4,285,863

Employee related -4,008,397

Operating expenses -277,467

Surplus / deficit for the year -76,544

Closing Balance 148,971

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2020 Approved SBA ($)

Targeted Total 14,456

Equity Total 216,454

Equity - Aboriginal 14,147

Equity - Socio-economic 91,573

Equity - Language 462

Equity - Disability 110,273

Base Total 3,419,373

Base - Per Capita 90,790

Base - Location 0

Base - Other 3,328,583

Other Total 207,014

Grand Total 3,857,297

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data.

2020 NAPLAN

As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to theCOVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of studentsand continuity of education, such as online and remote learning.

The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuationof current NAPLAN governance arrangements through 2021.


http://myschool.edu.au/

Parent/caregiver, student, teacher satisfaction

Tell Them From Me Survey

Student Survey - Students at TPS indicated that they generally have a positive sense of belonging, high levelparticipation in school sports and clubs and have above average positive relationships at school. 85% of studentsindicated that the school promotes positive behaviour and that they value schooling outcomes. Tullimbar Public School isclose to the NSW Government Norm for positive student teacher relationships, providing a positive learning climate andholding expatiations for success.

Parent Survey - An average of 80% of parents reported through the TTFM survey that they were satisfied with TullimbarPublic Schools response to COVID-19 and learning from home. While they indicated that it had an impact on studentlearning, they were overwhelmingly satisfied with the communication, school support and school contact that wasavailable at the time. Parents prefer to make contact with the school via digital platforms.

74% of parents/carers indicated that they were aware of the changes to teaching literacy at TPS which allowed them tosupport learning from home.

Teacher Survey - Behaviour management and administrative support was a primary focus for teachers. The pace ofwork, change and expectations can make teaching and learning difficult for teachers and their students. Teachersbelieve there has been an increase in leadership capacity in 2020 and have been satisfied with the schools COVID-19response. Stage planning days were highly valued in 2020, especially during the 'learning from home' period in Term 2.Teachers continue to seek opportunities for collaborative practice to enhance teaching and learning in the classroom.

Tullimbar Public School Vision Statement Consultation was conducted through surveys with teaching staff, studentsand community members. This information was used to create a vision statement that was reflective of the rapidlychanging Tullimbar community for inclusion in the 2021-2024 Strategic Improvement Plan.

Parent Satisfaction Surveys were completed in the following areas:

Community Information (how does the community access information about the school and their child's learning).Parents indicated that they are overwhelmingly happy with the current provision of information from the school via notes,the School App and Facebook Page. Further work required in the area of individual classroom teacher communicationwith parents and bringing consistency to the practices within the school.

Student assemblies and their effectiveness throughout COVID-19. 98% of parents indicated that they were happy withthe schools efforts to maintain community connection while parents were not able to be on site. Students also reportedthat they valued assemblies as they knew their parents/carers were able to be involved.

An SRC student survey was completed to establish what students of Tullimbar Public School like about our school,what they feel could improve, and how the SRC can best support them as the student voice. Students indicated thefollowing things that were positive about the school:

• School grounds and resources • Teachers • Excursions and camps when not disrupted by COVID-19 • Wakakirri • Sport • Extra-curricular activities • Clubs • Support Dog

Priority areas for further discussion and work were identified as: • Greater peer support, particularly for new students • Designated areas for storing belongings • More seating areas • School mascot • SRC helpers in the playground

These priority areas will continue to be addressed in 2021.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti-Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2020 annual report - tullimbar public school

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