2016 Meadow Flat Public School Annual Report · 2017. 5. 5. · Introduction The Annual Report for...

Meadow Flat Public SchoolAnnual Report

2016

2509

Printed on: 5 May, 2017 of 11 Meadow Flat Public School 2509 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Meadow Flat 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.

Michael Wood

Principal

School contact details

Meadow Flat Public School2630 Great Western HighwayMeadow Flat, 2795www.meadowflat-p.schools.nsw.edu.aumeadowflat-p.School@det.nsw.edu.au6359 5259


School background

School vision statement

Meadow Flat Public School is committed to the development of each students' individual potential in all areas of thecurriculum. We endeavour to empower students to take responsibility for their learning and to always "Do Your Best".

School context

Meadow Flat Public School is located halfway between Bathurst and Lithgow on the Great Western Highway. The schoolhas had recent changes in teaching staff with three new teachers. The school has grown in size with an additionalclassroom, taking the school to 3 classrooms. The school has very strong representations with parent volunteers whosupport P and C fundraising activities. The educational culture of the school needs to be strengthened to ensurestudents’ success continues to show growth trends. The school values the contributions of parent and communityvolunteers. Methods to continue the students’ learning are needed to ensure the educational culture continues beyondthe school and into the students’ homes.

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.

In 2016, Meadow Flat Public School undertook self–assessment using the School Excellence Framework. Theframework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of highquality practice across the three domains of Learning, Teaching and Leading.

The results of this process indicated that in the Learning domain the school's: • Learning Culture element was assessed as being delivering. Meadow Flat Public School is a school where all

teaching staff understand that student engagement and learning are related, with the school communicatingpriorities for strengthening both;

• Wellbeing element was assessed as being sustaining and growing. Meadow Flat Public School is a school wherequality teaching and professional practice are evident in very learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development;

• Curriculum and Learning was assessed as being sustaining and growing. Meadow Flat Public School is a schoolwhere curriculum provision is enhanced by learning alliances with other schools and organisations;

• Assessment and Reporting element was assessed as being delivering. Meadow Flat Public School is a schoolwhere the school has explicit processes to collect, analyse and report internal and external student and schoolperformance data; and

• Student Performance Measures element was assessed as being excelling. Meadow Flat Public School is a schoolwhere most students achieve high levels of performance on external performance measures.

The results of this process indicated that in the Teaching domain the school's: • Effective Classroom Practice element was assessed as delivering. Meadow Flat Public School is a school where

all classrooms are well managed, with well planned teaching taking place, so that students can engage in learningproductively, with minimal disruption;

• Data Skills and Use element was assessed as being sustaining and growing. Meadow Flat Public School is aschool where assessment instruments are used regularly to help monitor student learning progress and to identifyskill gaps for improvement;

• Collaborative Practice element was assessed as being delivering. Meadow Flat Public School is a school wherestaff regularly evaluate teaching and learning programs, including the assessment of student outcomes;

• Learning and Development element was assessed as being excelling. Meadow Flat Public School is a schoolwhere teachers draw on and implement evidence–based research to improve performance and development; and

• Professional Standards element was assessed as being sustaining and growing. Meadow Flat Public School is aschool where teachers demonstrate responsibility, adaptability and ethical practice in working towards the school'sgoals.

The results of this process indicated that in the Leading domain the school's: • Leadership element was assessed as being sustaining and growing. Meadow Flat Public School is a school where


the school solicits and addresses feedback on school performance, and where leadership is central to the school’scapacity building;

• School Planning, Implementation and Reporting element was assessed as being sustaining and growing. MeadowFlat Public School is a school where there is broad understanding of, and support for, school expectations andaspirations for improving student learning across the school community;

• School Resources element was assessed as being excelling. Meadow Flat Public School is a school wherelonger–term financial planning is integrated with school planning and implementation processes; and

• Management Practices and Processes element was assessed as being excelling. Meadow Flat Public School is aschool where administrative practices provide explicit information about the school’s functioning to promoteongoing improvement.

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

For more information about the School Excellence Framework visit:

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


Strategic Direction 1

Highly able teachers provide consistent, high standard educational practices

Purpose

• To foster the delivery of a high standard curriculum that inspires all students to achieve and learn in a modernlearning environment.

• To build a community of learners where teachers collaborate through engaged dialogue to build on professionalpractices that enhances students’ learning.

Overall summary of progress

In 2016 the school has continued to focus on implementing HOW2Learn. Classroom teachers have been implementing arange of research based teaching strategies that has shown an improvement on teacher quality.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• 100% programs and classroompractice reflects evidence baseddata that informs students’learning activities

• By the the end of 2016 all staff had completedand implemented "Friends for Life". The "iPlay"program professional development wascommenced and will be completed during 2017.

• Global funds – $500

• 100% teachers participate inHOW2Learn professionallearning and other personallyidentified learning based onneeds

• By the end of 2016 all staff had completed theirHOW2Learn deliverables and were implementing avariety of strategies across the classrooms.

• Global funds – $500.00

Next Steps

In 2017 Meadow Flat Public School will: • develop strategies in enhancing students' mindfulness • develop staff skills in using PAT–R and PAT–M data to inform their student's learning activities • introduce learning intentions into lessons • complete iPlay professional learning



Engaged educational community culture

Purpose

• To lead a creative, inclusive school within a positive learning culture that engages with families and the community.

• To engage the involvement of active parents and carers in students’ learning activities.


Meadow Flat Public School continues to encourage parents to assist the students in the classroom. There has been anincrease in the engagement of students in the school's rewards and encouragement program.




• 25% of the families volunteeras reading helpers

• By the end of 2016 parents were visible in theschool by supporting in–class activities that isevidence by having regular reading helpers,support of school creative arts activities andsporting pursuits.


• 100% of students valuethemselves as learners

• During 2016 staff reported to all parents about theprogress of their children in literacy and numeracyusing the continuums. Parents were provided withcurriculum outlines that provided an overview of thelearning that was occurring in each classroom.


Next Steps

In 2017 Meadow Flat Public School will: • encourage all students to be self–reflective learners • strengthen processes around updating literacy and numeracy continuums data • provide information to parents about reading with their own children.



Ensure students’ success

Purpose

• To develop the culture where students take on the responsibility to monitor their own learning.

• To develop teacher’s ability to identify individual student learning needs to ensure the student’s needs are being metso that a culture that promotes learning exists.


The staff continue to monitor the progress of all students using the literacy and numeracy continuums. In 2016professional development enhanced the use of the continuums with all staff involved.




• 90% of students achieve or gobeyond the expected benchmarkon the Literacy and NumeracyContinuums within the expectedtimeframes

• In 2016 all staff were provided with professionaldevelopment in using the literacy and numeracycontinuums. Staff were provided with time tomonitor their students' progress and plan for theirlearning.


• 100% of students set andachieve personal learning goalsin English and Mathematics.

• In 2016 there was a need to allocate funds toboost staffing allocations to enable theestablishment of a third classroom up untillunchtime.

• Literacy and NumeracyK–6 tied grant– $2796

Next Steps

In 2017 Meadow Flat Public School will: • strengthen Literacy and Numeracy continuum data using internal and external assessment data • promote class data walls.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading • individual support provided for Aboriginalstudents to ensure they were achievingsuccess in reading

• RAM Equity Loading forAboriginal Background – $4034

Low level adjustment for disability • a School Learning Support Officer wasemployed to deliver individual learningsupport for identified students

• RAM Equity Loading forLow Level Adjustment forDisability – $4 641

Quality Teaching, SuccessfulStudents (QTSS)

• release time provided for teachers toestablish collaborative practices in the school

• Quality Teaching,Successful Students(QTSS) initiative – $3 860

Socio–economic background • a School Learning Support Officer wasemployed to deliver individual learningsupport for identified students

• RAM Equity Loading forSocio–economicBackground – $3 943

Support for beginning teachers • assisted a new teacher’s induction andprofessional development guided by theAustralian Professional Standards forTeachers

• Beginning TeachersSupport Funding – $4 080


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 21 27 27 28

Girls 21 27 26 22

Meadow FlatPublic School is supported by theguidelines outlined in the NSW Department ofEducation Policy: Enrolment of Students in NSWGovernment Schools (August 1997). Students come toMeadow Flat Public School from Meadow Flat andthe the surrounding localities or villages of Meadow Flatwhich include:– Kirkconnell; Yetholme; Walang; Rydal;Tarana; Mt Lambie; Sunny Corner; Dark Corner. Theenrolment of non–local students reflects the MeadowFlat Public School Non–Local Enrolment Policy.

In 2016 our students were taught in three classes. Thestudents were grouped as a Kindergarten and Year 1class; a Year 2 and 3 class; and a Year 4 to 6 class.We had a total of 36 families at our school.

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.9 93.7 92.3 92.5

1 94 94.6 91.8 93.9

2 95.5 95.7 92.2 93.6

3 95.1 97.2 93.9 94.4

4 96.6 95.6 94.8 93.4

5 97.2 97.4 94.3 94.9

6 87.6 94.6 96.5 94.6

All Years 95.3 95.3 93.3 93.9

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

The management of nonattendance at Meadow FlatPublic School is supported by the Home School LiaisonOfficer who assists with identifying students with highabsenteeism. Parents are made aware of theirresponsibilities to ensure their children attend schoolthrough regular communications, including notices inthe school newsletter, telephone calls, parent meetingsand individual letters.

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 1.25

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.17

School Administration & SupportStaff

1.46

Other Positions 0.65

*Full Time Equivalent

It is a requirement that the reporting of information forall staff must be consistent with privacy and personalinformation policies. The Australian EducationRegulation, 2014 requires schools to report onAboriginal composition of their workforce. There is oneAboriginal staff member employed at the school.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0


Professional learning and teacher accreditation

In 2016 the school had 2 teachers considered asbeginning teachers (1 permanent and 1 temporary).Under the DoE's Great Teaching, Inspired Learning thissaw support provided with additional release to enableto them to attend to their professional learning needs.The school had one Proficient accredited teacher andone seeking accreditation using the AustralianProfessional Standards for Teachers at a ProficientTeacher stage.

In 2016 the school used a total of 5 schooldevelopment days to develop the professional skills ofall staff. Specifically, these days saw the all teachersto: • learn about the importance of physical activities

and fundamental movement skills through iPLAY.This saw the teachers develop the quality ofPhysical Education and school sport with the useof a mentor;

• learn about what we know works best for studentsin NSW schools through evidence basedresearch. The staff developed skills in highexpectations, explicit Teaching, effectivefeedback, use of data to inform practice,classroom Management, student wellbeing, andcollaboration;

• examine the structure and elements of the NSWLiteracy continuum K–10;

• work with ways to use the NSW Literacycontinuum K–10 to differentiate learningexperiences to meet students' needs, withparticular attention to reading texts;

• learn about mandatory training in ChildProtection, and Code of Conduct procedures andpolicies;

• develop their understanding of the Geographysyllabus;

• continue their learning with HOW2Learn; • set their individual goals with the new

Performance and Development plan; and • Friends for Life wellbeing program that identifies

the characteristics, and prevalence of anxiety anddepression in children, and focuses on developingemotional resilience in children using anevidence–based curriculum.

Additional professional development activities providedselected staff to learn and develop skills in: • exploring English textual concepts; • the new Oliver library system; and • L3.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 31st November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 50 972.69

Global funds 77 660.55

Tied funds 93 271.08

School & community sources 29 696.70

Interest 1 551.53

Trust receipts 2 410.70

Canteen 0.00

Total income 255 563.25

Expenditure

Teaching & learning

Key learning areas 12 949.45

Excursions 10 547.81

Extracurricular dissections 9 195.20

Library 3 749.24

Training & development 886.37

Tied funds 101 027.83

Short term relief 4 664.15

Administration & office 14 888.28

School-operated canteen 0.00

Utilities 6 120.76

Maintenance 14 915.79

Trust accounts 2 005.00

Capital programs 0.00

Total expenditure 180 949.88

Balance carried forward 74 613.37

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.

In 2016 Meadow Flat Public School had 7 students inYear 3 and 7 students in Year 5 sit the NAPLAN tests.

The actual results are not able to be reported on due tothe small size of the group. The school is unable toproduce the results if the cohort is less than 10students. The parents concerned have received a copyof their child’s results and discussed them with theteaching staff.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Meadow Flat Public School is committed to improvingstudent achievements to support the Premier'sPriorities. The two Premier's Priorities relevant toeducation are: • Improving education results – increase the

proportion of NSW students in the top twoNAPLAN bands by 8%; and

• increasing the proportion of Aboriginal and TorresStrait Islander students in the top two NAPLANbands for reading and numeracy by 30%.

We are supporting the Premier's Priorities by: • identifying individual support for identified

students needing literacy and numeracy support; • employing a SLSO to implement individual learing

programs; and • improving teacher quality through targeted

professional learning.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

In 2016 the school sought the opinions of parents aboutthe school using the Quality of School Life survey. Theirresponses are presented below. • families have indicated that they are very happy

and satisfied with the operation of the school. • families feel welcome and are able to approach

the teachers and/or principal in relation to theirchild’s education

• The school continually aims to improve the qualityof learning and teaching.

Policy requirements

Aboriginal education

Meadow Flat Public School is committed to improvingthe educational outcomes and wellbeing of allAboriginal and Torres Strait Islander students. Our staffand community collaborated to design and implementpractices directed at ensuring all Aboriginal studentswill match or better the outcomes of the broaderstudent population. A key strategy has been toimplement quality teaching programs to meet thelearning needs of individual students. A second keystrategy was to support Key Learning Areas (KLAs) inensuring that teaching and learning materials includedAboriginal content and perspectives.

In 2016 all students attended an Aboriginal cultural tourto meet Aboriginal and Torres Strait Islander historyand culture outcomes specified in the NSW curriculum.The students learnt about Aboriginal stories, art, dance,music and lifestyle. The Aboriginal art and boomerangtour gave the students the chance to throw a returningboomerang, examine a range of different types ofboomerangs and artistic works by Aboriginal artistsfrom around Australia. The students then producedtheir own artistic pieces.

Multicultural and anti-racism education

In 2016, Meadow Flat Public School has continued itscommitment to integrate multicultural education contentand perspectives across all key learning areas. Theteaching staff have demonstrated their knowledge ofthe unique backgrounds of their students and haveadjusted their teaching to meet students’ individualneeds and diverse cultural, social and linguisticcharacteristics. Our school has one trained staffmember who is the anti–racism contact officer (ARCO).Meadow Flat Public School continues to support crosscultural awareness and the understanding of Australia’sdiverse cultures. We pride ourselves on being a schoolcatering for the different cultural backgrounds in thecommunity.


2016 Meadow Flat Public School Annual Report · 2017. 5. 5. · Introduction The Annual Report for...

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