guide to school annual performance reportweb.ntschools.net/w/antgsr/annual...

1

Guide to School Annual Performance Report

The School Accountability and Performance Improvement Framework sets clear expectations of

standards for performance and promotes a culture of evidence-based decision making and continuous

improvement. The annual school reporting process provides school communities with information on the

school’s performance against the five Key Result Areas. The report provides schools with an opportunity to

show case the work being undertaken to support student outcomes. However, there are also a number of

national reporting requirements outlined below.

Under the National Education Agreement, schools are required to publish School Annual Performance

Reports on the internet by 30 June each year, and to include the following information:

contextual information about the school, including the characteristics of the student body

teacher standards/qualifications as mandated in the relevant jurisdiction

workforce composition, including indigenous

student attendance:

(i) rates for each Year level and whole school

(ii) how non-attendance is managed by school

senior secondary outcomes:

(i) percentage of students in Year 12 undertaking vocational or trade training

(ii) percentage of students in Year 12 attaining a Year 12 certificate or equivalent VET qualification

student outcomes in standardised national literacy and numeracy testing

parent, student and teacher satisfaction

post school destinations

income broken down by funding source.

The Aboriginal and Torres Strait Islander (ATSI) Education Action Plan (EAP) 2010 -2014 commits

schools to local level actions to assist with accelerating improvements in the educational outcomes of ATSI

children and young people. Schools are to report progress and achievement against relevant actions in

School Annual Performance Reports as identified within this template. Local level actions may be for

identified Focus Schools or all schools.

DEPARTMENT OF EDUCATION

http://staff.det.nt.gov.au/about_us/apif/schools/index.shtml

http://www.federalfinancialrelations.gov.au/content/npa/education/national-agreement.pdf

http://scseec.edu.au/site/DefaultSite/filesystem/documents/ATSI%20documents/ATSIEAP_web_version_final.pdf

http://scseec.edu.au/site/DefaultSite/filesystem/documents/ATSI%20documents/Focus%20Schools%20as%20at%20%2028th%20August%202012.pdf

2

Schools provided with supplementary funding, such as funding under a National Partnership, are to

explicitly identify the strategies or resources that the funds have been allocated under each of the relevant

Key Result Areas and report on progress and achievement of targeted students. This requirement is waived

if low student numbers create a risk of individual students being identified.

Student and staff data may be accessed through the Business Intelligence Centre under the Corporate

Categories APIF reporting folder and through Datex or Teaching, Learning and Inclusion for senior

secondary data.

The content within the main sections of this report is not expected to be more than 10 pages. However,

where further detail is required in order to be accountable and provide appropriate information on the

school’s performance, this may be increased to a maximum of 15 pages.

The school council and Director of School Performance (DSP) endorse the information contained in the

School Annual Performance Report. Reports are to be submitted to the DSP by the end of Term 1. The DSP

will be responsible for uploading school annual reports on the department’s websiteby no later than 30 June

each year. Schools are encouraged to include the report on their school website (where relevant) and to

advise the school community (for example via the school newsletter) of how to access the annual report.

Where a parent is unable to access the report via the internet, alternate access must be provided.

http://drwnt-rs1.ntschools.net:8080/InfoViewApp/listing/main.do?appKind=InfoView?service=%2FInfoViewApp%2Fcommon%2FappService.do?loc=en

OWAIRTILLA SCHOOL – CANTEEN CREEK

2014 Annual Performance Report to the School Community

3


Annual Performance Report to the School

Community

2014

DEPARTMENT OF EDUCATION



4

School Overview

Our School

Owairtilla School – Canteen Creek is located 270kms south east of Tennant Creek. It currently caters for 83 students

from Pre-school to Year 9

The main direction for Barkly Region schools is underpinned by the Central Australian Directorate Theory of Action

and guided by the Central Australia Regional Plan. This has a central focus to provide high quality, relevant learning

programs to enable continuous improvement in educational outcomes and enhance life opportunities for all

learners. The clear direction for our schools then was again on improving literacy and numeracy outcomes and

student well-being. Schools continued to use previously implemented programs such as MYL, Accelerated Literacy

and Class Dojo. A major initiative all schools undertook was continuing to implement Visible Learning. All staff were

able to access head start workshops to develop knowledge and understandings and to assist with the development

of a whole school VL Action Plan.

Maintaining improved enrolment and attendance has been another feature of 2014. There has also been a

continuing obligation to provide quality professional learning opportunities for all staff: teachers, assistant teachers,

Indigenous Education Workers, tutors and Administration Officers. There has also been a focus on providing pastoral

care to our staff in a timely and targeted manner. With regards to staff recruitment and retention there has been a

long-term value placed on recruiting and retaining quality staff. Low staff mobility means more stable programs and

especially promotes effective learning outcomes for students who benefit from consistent, teaching/learning

programs.

Our Staff

In 2014 there were 7 teaching staff including 1 indigenous teacher. Included in this number is the Principal (PL1). All

teaching staff met the professional standards for teachers in the Northern Territory, including having obtained

appropriate qualifications for teaching and abiding by the Code of Ethics for Northern Territory teachers. There were

also 3 Indigenous Assistant teachers and another 2 school council classroom support officers working in classrooms

to provide support to programs.

Our Students

In 2014 there were 83 Indigenous students and 1 non-Indigenous students enrolled. All Indigenous students are

EAL/D students who speak English as a second, third or fourth language. Students range in age from preschool

students aged four to Senior Secondary students aged twenty. There was an almost 50/50 gender spread across

students. Average enrolment decreased by 5 from the previous year (due primarily to the cessation of Senior

Secondary Provision). The average attendance rate increased slightly from 2013 (68%) to an average attendance rate

of 71%.( Figure arrived upon after being cleaned of Senior Secondary static). Attendance rates peaked at 89% in

Semester 1. Student mobility was again a major factor in variations to enrolment and attendance. The school did

experience a slight drop in student turnover (71% down to 67%). Further detail can be located in Attachment D.



5



6

2014 DASHBOARD PERFORMANCE OVERVIEW OPERATIONS

Peak Enrolment 97 Average enrolment 82 2013–14 Change -8

Peak Attendance 89% Average Attendance 71% 2013-14 Change +3%

2013 students per day 61 2014 students per day 58 Change -3

Committed Core – 30 of the 82 (ave) enrolled achieved an 80% or better attendance rate 37% of the school population

+9%

Teacher Retention through 2014 – 70% (30% lost to promotion opportunities)

Teacher Retention 2014 into 2015 – 85%* (staff returning from HD)

Indigenous Staff Retention through 2014 – 70%

Indigenous Staff Retention 2014 into 2015 - 70%

FUNDING

ALLOCATED EXPENDED RETAINED

$319,011.03 $284,646.91 $34,364.12

TEACHING & LEARNING

NAPLAN Effect Size 2012 – 2014 = 1.69 51 instances of students achieving at or above national minimal standards; 4 instances of students achieving above the national mean; 2014 - 100% participation

PAT R - Across School Average 0.43

PAT M – Across School Average 0.17

Burt Reading Age progress - Across School Average 0.63

READ program progress - Across School Average 0.84

EARLY CHILDHOOD

PM Reader Level: rng - 1-8 ave - 4

Read Program Effect Size 0.72

Waddington Reading Progress Effect Size 1.51

Waddington Maths Progress Effect Size 5.09

PRIMARY YEARS

BURT Reading age: rng - 6y3m-12y6m+ ave - 8y6mth PM Reader Level: rng - 6-30+ ave - 18

Burt Reading Test Effect Size 0.66


Forever Spelling Effect Size 0.21


Waddington Spelling Progress Effect Size 1.01


MIDDLE YEARS

BURT Reading age: rng – 6y2m-12y6m+ ave – 10y6m PM Reader Level: rng - 9-30+ ave - 27

Burt Reading Test Effect Size 0.53


Forever Spelling Effect Size 0.67


Waddington Spelling Progress Effect Size 0.41


FINAL SCHOOL META AVERAGE EFFECT SIZE 1.00



7

2014 FRUIT

# Contraction of School delivery from P - 12 to P – 9 # 12 students commenced and 10 completed the 2014 school year at boarding schools # I boarding student completed their HSC (NSW Senior School Cert.) # A further 9 students due to commence boarding school in 2015 # NAPLAN – 51 instances of students achieving at or above national minimum standards # NAPLAN – 4 instances of students achieving above the national mean # NAPLAN – Effect Size – (2012-14) 1.69 # Maintained the AASC program # School delivered an inaugural Swimming / Horse Riding Residential. # Hosted 3 month ADF fitness program. # 8 students represented the school and region in AFL. # Hosted Owairtilla / Epenarra combined sports day. # School Placed 1st in 2014 Barkly Athletics Day. # 4 students represented the Barkly at the NT Athletics titles. # School placed 3rd in the Barkly Cross Country competition. # School placed in the Barkly interschool Bin Ball competition. # Limited participation in Port Willpower initiative. # Participating in NT Music School visiting teacher experiences. # Hosted in Barkly Arts visits and media initiatives. # Performed at ADF thankyou celebrations. # Maintained Preschool program. # Maintained Visible Learning Visits. # Maintained READ program over 5 rotations. # Hosted Mooditj program. # Hosted DoH Sexual Health and development program for second consecutive year. # Further development of the School – Community Council – Night Patrol attendance initiative. # Commissioned a community perceptions / visioning survey utilising a visiting consultant. # Ongoing development of strong boarding links with Marrara Christian School & Redeemer Baptist School. # Transition boarding experiences provided to CC students for Wangkana Kari and Yirrara College. # Installed qualified Teacher into to Preschool program. # Recruitment of new Preschool AT and male Middle Years AT # Converted PH2 role into a team of 3 casual employees. Cleaning and maintenance gains achieved. # 3 teaching staff were offered HDA experiences through the course of 2014 # 2 teaching staff accepted promotions through the 2014 school year. # Hosted 3 Student Teachers from the University of Sydney.



8

Principal's Report

2014 entails another year of quality gains in student learning complimented by ongoing refinements to school

delivery and structure to meet relevant goals, directions and the School’s 2014 AOP.

A precise picture of gains made by the school in 2014 can be gleaned from the ‘Fruit’ section of the 2014 Dashboard

Performance Overview.

2015 bodes well with stable enrolment projection, deeper boarding pathways developing, the onset of Global

Budgets and the installation of a Remote School Leadership Fellowship.

Teaching and Learning

The Central Australian Curriculum Map is used in all Barkly Remote Schools to ensure consistency in programming

and planning to meet student needs. Multiple Year Level units are embedded in this as part of the planning and

programming for English, Math, History and Science.

At Owairtilla School a balanced literacy approach is used with Accelerated Literacy, WRAP and the READ Program as

the core. In the teaching of numeracy the school utilises core programs such as MYL, Maths Tracks and Supermaths

In the teaching of science the school uses MYL and Primary Connections.

NAPLAN

Meta-average Effect Size 2012 – 2014 = 1.69

51 instances of students achieving at or above national minimal standards;

4 instances of students achieving above the national mean

2014 - 100% participation

A calculated NAPLAN effect size of 1.69 aligns with and affirms similar results achieved in the School’s Waddington

Spelling, Waddington maths, PM reader progress, Burt Reading and Forever Spelling results.



9

Wellbeing

The wellbeing of each student in our school is paramount to the successful operation of the school. One of the main

benefits of students attending a small school is that each child is known by all staff. The staff and parents live and

work in the same community and the school is a central part of the community. Barkly Remote Schools are fortunate

to have access to the services of a School Counsellor based in Tennant Creek. The present school counsellor has

worked very effectively with students, staff and parents ensuring our school address individual student needs as

required and meet needs in a timely effective ongoing manner. The positive effects of having access to a schools

counsellor has demonstrated the on-going need for this officer who has worked in with students, staff and parents

as well as officers from FACS and Student Services.

This secondary level intervention is complemented by the school’s primary interventions of maintaining a suite of

school attendance and learning ‘Enablers’. These initiative include; Community wide PA system, Night patrol &

Principal follow up of non-attenders, Breakfast program, clubs, uniform pool, Visible Learning Visits, Weekly

community assembly and attendance awards.

Attendance

It was anticipated that the School would experience a drop in enrolment in 2014 due to the cessation of a Senior

Secondary pathway – this did eventuate yet not to the degree anticipated. There was a negligible increase in

attendance performance.

Student Mobility

Student Mobility reduce by 4% in 2014. (2013 – 71% to 2014 – 67%) This could be attributed to a combination stable

staff, community engagement, the realignment of the Barkly Lightning Carnival and community bush sports and the

greater use of SATO.



10



11

Participation, Transitions and Pathways

Pre-school/Remote Mobile Pre-school Programs

The school installed a teacher mentor to continue running the school’s daily preschool program and develop the

resident Assistant Teacher.

The program averaged 9 enrolments and a 42.5% attendance across the course of the year.

Very positive comment has been made of the learning preparedness of Preschool students entering transition in

2015.

Middle Years

In 2014 the school was able to maintain its successful 2 teacher 2 class Middle Years model catering for Year 7 – 9

students across the KLA’s with a focus on Literacy and Numeracy improvement. Some Pre-VET experiences were also

implemented.

All in all the Middle Years Program proved successful and significant work went into preparing students to be

Literate, Numerate and World ready.

Number of students leaving school at end 2014 to attend secondary pathway options

In 2014 the school assisted 12 students with transition to boarding school at school year end 10 remained engaged

in boarding options.



12

Partnerships

Established partnerships continued;

~ Owairtilla Corporation community council

~ DoH – Canteen Creek Clinic and Sexual Health education team, Hearing team, Dental team

~ Barkly Regional Support Unit

~ Barkly Regional School Counsellor

~ Barkly Youth Service

~ Redeemer Baptist School

~ Read Program

~ Sydney University ‘Trainee Teacher Program’

New Partnerships established;

~ Pre-VET initiative – Central Australia DoE

~ Canteen Creek Night Patrol

~ Marrara Christian School

Partnerships ceased;

~ NTOEC

Staff Retention and Attendance

Please see 2014 Dashboard Performance Overview for details of staff retention and attendance.

Staff Development

Please refer to Report 16030c for detail on staff development.



13



14

Leadership

Small schools are generally closely connected to their communities. They are also often one of the major

organisations within the community and the staff is seen as significant people with many of the local staff working in

them also actively involved in community decision-making and life. While the BGS the school on the whole has

developed strong connections with their local community, there are always areas that can be improved.

One area that continues to be a challenge is the ability of Teaching-Principal / Principals to find time to have regular

contact with the parents. As TPs have 80% teaching loads this makes community visits difficult. The other priority is

maintaining a parent-decision-making group that can have a real say about what they want for their school.

Experience has shown that when community/school events are organised, the attendance rate in schools is excellent

but holding regular ‘school council’-type meetings has not proved effective in attracting attendance. Owairtilla

School has been using community events to inform parents/communities of issues and working one-on-one with

school staff to get feedback. Owairtilla School has approached Community elders to participate in and support the

language and culture programs.

In 2014 Owairtilla School has continued to maintain and improve community awareness and participation in all

aspects of the school. The schools has used a variety of strategies to engage the community in the education

process. Owairtilla School has at least one open day event each semester. Student work is showcased and

parents/carers and community members are invited into their child’s classroom. Additionally, end of year events

celebrate student achievements and success and bring staff and community members together to recognise many,

many programs that have been delivered in the school that year.

Owairtilla School has worked to have in place protocols and procedures to ensure regular communication with their

school communities. Initiatives 2014 have included:

ongoing partnership with Owairtilla Corporation who act as community voice and input into school

directions

school has approached Community elders to participate in and support the language and culture program

Indigenous support staff have participated in a number of professional development days this year both on

and off site. A focus has been on increasing capacity amongst Indigenous staff, resulting in improved student

outcomes while improving the relationship between the school and the community

open days

sports events

culture events

school website

special concerts

weekly community assemblies

weekly Visible Learning Visits with students and families

Written reports are provided to parents twice a year and are explained orally by teachers and assistance teachers.



15

ATTACHMENT A

Audited Financial Statements

Group School Management Councils provide administrative, financial and advisory support for remote

schools. The Group School Finance Officer works closely with the Principals to provide administrative and

financial support. The Principal activity of the council is the operation of the small schools incorporated and

gazetted under the Group School. Each year an independent audit is undertaken for the whole Group

School Management Council for the financial year. This report is presented to the Group School

Management Council. No Individual audit report is issued for the individual schools comprising the Group

School.



16

ATTACHMENT B

NAPLAN data



17

ATTACHMENT C

Student Enrolment, Attendance and Learning



18

All students enrolled are EAL/D learners and as such whole school literacy and numeracy policies and approaches

have been put in place that address this need. Students at risk have been identified and individual learning plans put

in place for these students.

In addressing student needs and ensuring that whole school literacy and numeracy approaches are in place schools/

teachers look to address the following 4 key areas:

Where is the student now?

Where should the student be?

How will they get to where they should be?

How will we know when they get there?

In Barkly Region Schools, the teaching learning cycle is based on collecting and using assessment data to inform

student learning needs, establishing goals and targets, and planning teaching and learning approaches. In our school

this cycle is illustrated tin the Barkly Remote Schools Assessment Guide.



19

Example s of assessment programs and/or resources we use

External:

• Assessment of Student Competencies–Transition & Pre-school (Term 4 only) • NAPLAN Testing for Years 3, 5, 7 and 9, including past tests • T–9 Diagnostic Net (*refer to slide 15)

Regional:

• PAT Maths/Raading • Assessments as per Multiple Year Level Units

Examples of School based:

• Accelerated Literacy Testing

• Waddingtons Spelling & Maths

• Forever Spelling

• Burt Reading

• PM Benchmark Kit (Reading & Comprehension)

• Other school based assessment programs as approved by Director School Performance

guide to school annual performance reportweb.ntschools.net/w/antgsr/annual...

Documents