2016 Mount Warrigal Public School Annual Report · 2017. 5. 15. · Introduction The Annual Report...

Mount Warrigal Public SchoolAnnual Report

2016

4395

Printed on: 15 May, 2017 of 20 Mount Warrigal Public School 4395 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Mount Warrigal Public School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Jodi Niedermayer

Principal

School contact details

Mount Warrigal Public SchoolHogarth AveWarilla, 2528www.mtwarrigal-p.schools.nsw.edu.aumtwarrigal-p.School@det.nsw.edu.au4296 6266


School background

School vision statement

Our diverse school community works collaboratively in a safe and supportive environment, empoweringresilient learners to have a positive future by equipping them with skills and knowledge to embrace the 21stCentury.

School context

Mount Warrigal Public School proudly provides education in a safe, supportive and progressive learning environment.Established in 1967, our school is positioned in a large suburb in the city of Shellharbour.

Caring and dynamic, experienced and new scheme teachers are committed to the emotional, social and academicsuccess of every student. The school's focus is to maximise the learning outcomes for each student through providingquality teaching and learning programs.

Kindness, safety, respect and fairness are the core values that underpin all interactions.

In addition to its mainstream classes, the school integrates a two unit Preschool, providing quality education for childrenin the year before commencing kindergarten. The school site also encompasses two multi–categorical classes, onemoderate intellectual disability support class and an Early Intervention Unit. The school has a 20% Aboriginal studentenrolment and 15% of students have a multicultural background.

Our students enjoy additional benefits and support due to the outstanding fundraising and commitment of our activeParents and Citizens’ committee, who play an integral role and provide input into our school’s decision making process.

Mount Warrigal Public School students are immersed in outstanding and innovative programs in literacy, numeracy,student leadership, Positive Behaviour for Learning, choir, public speaking, Aboriginal education, technology, sportingprograms, and transition to kindergarten and high school to name a few. The school is currently participating in the EarlyAction for Success initiative.

The development of the school vision statement by the whole school community provides strategic direction for all schoolinitiatives.

All students are encouraged to strive towards the school motto – "Aim Higher".

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the domain of Learning, our efforts have primarily focused on wellbeing and curriculum. Mount Warrigal Public Schoolhas strategically implemented a whole school approach to wellbeing, under the PBL framework. This whole schoolapproach clearly defines school values and expected behaviours throughout all learning environments, contributing to apositive school culture. Within the area of curriculum and learning, attention to individual educational needs is a strongcomponent of school progress. Extra–curricular learning opportunities have provided a strong foundation for furtherstudent development and increased academic prospects.

Our major focus in the domain of Teaching has been on data use and skills. Our school embraces collaborative andpersonalised professional learning to support the accurate collection, analysis and effective use of data to drive qualityteaching and learning practices. Our teachers have deep knowledge of the relationship between effective assessmentpractices and understanding the individual learning needs of students. In the area of learning and development our


school has focused on enhancing leadership preparation and development of all staff, such as providing opportunities tolead curriculum areas.

In the domain of Leading, our priorities have been to enhance leadership and school resources. The consistency andeffectiveness of implementation of our key strategic directions throughout the year has been due to a strong foundationof leadership capacity building across the school. This approach recognises that leadership development is central to theachievement of school excellence. The school has productive relationships with external agencies to improveeducational opportunities for students and community members.

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:

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


Strategic Direction 1

Student Wellbeing and Community Collaboration

Purpose

To promote active family and community relationships fostering a culture of collaboration and engaged communication.Continue to develop positive and respectful relationships across the school community, which will underpin a productivelearning environment, and support students’ strong identities as learners.

Overall summary of progress

Throughout 2016, Mount Warrigal Public School has shown evidence of significant increases in the wellbeing of itsstudents and the development of collaborative practices for the community. With improvement in attendance rates, theschool ascertains that students feel school is a safe place in which they can learn and choose to attend school as oftenas possible. Through this evidence it is also possible to infer that the community understands the need for consistentattendance at school. Strategies such as attendance rewards for students who maintain positive attendance, individualmonitoring and rewards for students at risk due to poor attendance, and improved systems and school procedures havecontributed to improved attendance school wide.

The collection of evidence through surveys reveals that a large proportion of students indicated they felt a real sense ofbelonging to the school. Parents, too, have expressed through survey that they feel connected to the school ascommunication techniques have kept them informed about events, student learning and updates of school progress.Communication practices have been evaluated and a greater emphasis on proactive and positive communication hasbeen made.

Our school has made deliberate and strategic improvements to improve the connection and collaboration betweenfamilies, community and our school. Our school Community Liaison Officer works 2 days per week and had significantimpact with a number of parents/carers. Many community engagement initiatives have also supported this strategicdirections, including holding a number of community events such as Mother's and Father's Day breakfasts, CAPAshowcase and PLP BBQ. School evaluations have strongly indicated as this as being one of the most valued aspectsfrom parents/carers.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increase whole schoolattendance from 92% in 2014 to94% in 2017 so that attendancedata is equal to or above stateaverage.

Through deliberately structured actions such as theimplementation of improved school procedures, anattendance monitoring system and an attendancereward program, data indicates that there has beena significant increase in the number of students whoattended school equal to or above the stateaverage. During the first semester, 91.3% ofstudents held a satisfactory attendance rate, and bythe end of the school year this figure had increasedto 96.74, an overall increase of 5.44%.

$5000 Attendance initiatives

Reduction in number of studentsrequiring behaviour support asindicated by behavior referraldata (2+ referrals), from 34% to20%.

There has been a clear decline in the number ofstudents requiring intensive behaviour support overthe last 2 years. • 2014 – 34% • 2015 – 30 • 2016 – 26%This indicates that whole school systems at havinga positive impact, however, the level of supportrequired for the students requiring intensive support(26% of school population) has increased asevidence by the number of referrals reporting majorbehaviours.

$5000 Welfare initiatives

Increase the percentage ofstudents who feel school is a

Students in Year 4, 5 and 6 completed a formalsurvey that offered them a chance to share their

$3000 Kids Matter





place for them. opinion about school. The results in every questionwere overwhelmingly positive in regards to theirsocial and emotional wellbeing and their feelingsabout their learning, their teachers, peers and theirown attitude to learning. 82% of students indicatedthat they had a positive sense of belonging wherethey felt accepted and valued at school.

$6000 Student assistance

$5000 Communityengagement intiatives

An increase in parents/carers andcommunity who agree thecommunication between schooland parents/ community iseffective, from 87% (2015) to92% (2017).

The community were invited to take part in a formalsurvey that offered them a chance to voice theiropinions about our school. Part of this surveyquestioned the effectiveness of the communicationbetween the school and the community. Theresults indicated that 91% of respondents agreedwith the statement “Parents are informed at MountWarrigal Public School”.

$32 000 Community LiaisonOfficer

$4000 Communityconsultation

Next Steps

School Attendance: A significant increase in school attendance will be continued with a focus on, and execution of,explicit strategies for student awareness and engagement. Monitoring these strategies will allow the school to continueto improve attendance and meet school and state targets.

Behaviour Support: Review of current Positive Behaviour for Leaning (PBL) system to further improve consistentrecognition of positive behaviour, encouraging students to meet school expectations. An emphasis on refining andrelaunch school wide systems will increase staff, student and parent understanding to gain a consistent approach andimprove overall wellbeing.

Student Wellbeing: The state norm for students who had a high sense of belonging is 81%, and as such Mount WarrigalPublic School is sitting just above this norm. Further focus will be on ensuring students' whole wellbeing is supportedthrough initiatives such as Child Protection professional learning for staff and parent workshop and implementation ofKindness on Purpose, a trauma informed program to support students to develop empathy for themselves and others.

Communication: Increase in the availability and successful use of communication methods to aid the effectiveness withwhich the school communicates with the community. Maintaining and building upon strategies such as the use of aweekly school letter, school sign, website and personal interviews is essential. The introduction of new technology suchas Skoolbag App and Seesaw should enable Mount Warrigal to build upon the school's current effectiveness incommunication.



Curriculum Implementation and Assessment

Purpose

To provide every student with quality learning experiences through innovative curriculum delivery and evidence basedteaching practices. To empower students with the necessary skills and knowledge to become successful 21st Centurylearners. Track and monitor individual student progress in literacy and numeracy through ongoing assessment in order toinform differentiated teaching programs.


Staff have engaged in professional learning focused on improving knowledge and application of teaching practice toenhance student outcomes in Reading, Writing and Numeracy. The EAfS Instructional Leader delivered professionallearning to the Stage 2 and 3 staff focused on utilising and inputting data into PLAN to inform teaching and learningprograms. A K–6 data wall tracking Literacy progress including ‘at risk’ students was created. The Data Wall enhancedteacher learning sessions and provided a foundation for professional dialogue and future learning. Professional learningopportunities for staff incorporated exposure and actioning of the elements within the reading, ‘What Works Best:Evidenced based practices to help improve NSW student performance.’ This formed the foundation of professionallearning for staff. Staff experimented with the use of explicit learning goals and success criteria in their teaching.Students were encouraged to be reflective learners as they worked towards achieving these goals. Staff used a variety ofmethods, such as the 3–6 data wall, learning goal sheets etc to guide conversations with students about theirachievement of these goals and the establishment of new ones. The 3–6 Instructional Leaders visited a local school todiscover different platforms that were being successfully used in other settings.

Professional development for staff also included the delivery of the ‘Write Away’ program. This program focussed on theessential elements of the writing process, secretarial and authorial roles of the writer and creation of a explicit teacherwriting program to cater for modelled, guided and independent writing sessions. Stage 2 and 3 staff collaborativelydeveloped the Mount Warrigal Public School Writing Analysis Tool. This was supported by utilising the English K–10syllabus and the Literacy Continuum. The tool supports the process of Valid Teacher Judgement when analysing studentwriting samples. The Write Away program provided the platform to develop writing mileage opportunities resulting in thedaily ‘Drop Everything and Write.’ The 3–6 Instructional Leader provided professional learning reboot sessions on Focuson Reading, supporting the explicit teaching of the key aspects of reading in the middle years. The implementation ofeffective higher order strategies to meet the needs of a diverse range of students is evident in Stage 2 and 3 classrooms.The school purchased resources to support the effective teaching of literacy and numeracy across the school, K–6.

The EAfS Instructional Leader played a key role in building Early stage 1 and Stage 1 teacher skill and knowledge inteaching and assessing literacy and numeracy.




Decrease the percentage (3 yearaverage) of Year 3 and Year 5students in the bottom twoNAPLAN bands for Reading,Writing and Numeracy to 25% orbelow by 2017.

Pleasing results have been demonstrated in Year 3will all areas reaching this target: • Year 3 reading – 14% (3 year average – 15% ) • Year 3 Writing – 0% (3 year average – 3% ) • Year 3 Numeracy – 23% ( 3year average – 20% )Year 5 results show that we are on track to meetour target, with Reading presenting our biggestchallenge: • Year 5 Reading – 40% (3 year average– 38% ) • Year 5 Writing – 21% (3 year average– 30% ) • Year 5 Numeracy – 17% (3 year average– 30% )

$103 000 Additional class

$103 000 InstructionalLeader Years 3–6

$13 000 Additional SLSOs

80% of K–2 students meetingEAfS benchmarks in Reading,Writing and Number.

PLAN data indicates that all targets have surpassedall areas except in Writing. Kindergarten : • Reading 84% • Writing 87% • Numeracy 100% (80% above)Year 1 :

$ 28 000 ProfessionalLearning

$90 000 Interventionist

$22 000 Additional SLSOs





80% of K–2 students meetingEAfS benchmarks in Reading,Writing and Number.

• Reading 85% • Writing 36% • Numeracy 100% (97% above)Year 2 : • Reading 89% • Writing 63% • Numeracy 96% (59% above)

100% of teachers using PLAN totrack and monitor studentprogress to inform teachingpractice (differentiation).

100% of teachers are using PLAN to track andmonitor student progress. K–2 track every 5 weeksand years 3–6 track every 10 weeks to modifystudent progress and inform teaching programs.

$13 000 Professionallearning and Planning Days

Next Steps

Instructional Leadership: Continue to build on the progress achieved through instructional leadership withthe establishment of one Instructional Leader/Deputy Principal 3–6, working shoulder to shoulder to support Literacy andNumeracy 3–6.

Early Action For Success: Continuation of EAfS Instructional Leader in K–2. Results see such significant growth instudent reading, writing and numeracy skills, as evident by PLAN data and Year 3 NAPLAN results. This has provided uswith the challenge of continuing to raise the standards and target. See Other initiatives.

Professional Learning: School wide emphasis of Visible Learning, embarking on a journey with our community ofschools. This process will see our school gather evidence to identify current practices and develop an action plan tomove further ahead with the aim of students' having greater ownership and control over their learning and increasing thelanguage and commitment to learning. Our school identified need will also include a school wide focus on Writing, with allstaff setting a professional development goal, aligned to the Premier's Priorities.

Technology: Our school will continue to focus on providing our students with current technology to continue to developthe skills needed and to enhance learning in a meaningful way. A leadership group, comprising of students, will beestablish to build capacity within the student body in maintaining the technology and support their peers.

Middle School Plan: The Lake Learning Community will continue to focus on sharing and building professionalknowledge and skills through connections with our local schools. A middle school plan will be developed to work togetherin meeting the premier's priorities.



Building Capacity and Leadership

Purpose

Through collaborative practice, provide a high standard of education that inspires every student and teacher to excel andlearn to his or her full potential. To empower staff and students to develop leadership and build the collective capacity ofthe school community in order to make strategic decisions, resulting in sustained and measurable whole schoolimprovement.


Leadership opportunities have been created with teaching staff members establishing and leading curriculum teams anda range of other opportunities. Teams provided professional learning to staff groups and have developed andimplemented a range of opportunities. Professional Development Plan goals for teaching staff were aligned toprofessional learning opportunities, to enhance student outcomes through improved knowledge and quality teachingpractices. A school procedure was established an implemented to provide greater structure and support for meaningfulengagement with the Performance and Development Framework. Students were given opportunities to developleadership skills through attendance at the community of school Young Leaders Day. The Student RepresentativeCouncil members organised and ran whole school assemblies and playground activities. The SRC met regularly andheld fundraising activities throughout the year.




100% of teachers achieved ormade progress towards theirprofessional learning goalsaligned to the school plan andmeet Performance andDevelopment Frameworkrequirements.

100% of teachers' reflections indicate they haveachieved or made progress towards achieving theirpersonal goals. School staff have a performanceand development plan based on DoE policy andschool based procedures have been established tohelp meet requirements.

100% of teachers accessprofessional learningopportunities based on theirprofessional learning plan.

At the end of 2016 all professional learning isaligned to specific goals to enhance teacherknowledge and support more effective learningoutcomes for students. Staff members aredeveloping an understanding on how to best drivetheir own plans and to gain feedback fromcolleagues as an important part of their ongoinggrowth.

$26 000 AdditionalProfessional Learning

Preschool achieve and continueto improve as measured byNational Quality Standardgoverned by the Early ChildhoodEducation and Care directorate(ECECD).

Preschool staff collaborated with P–2 InitiativesOfficer to ensure compliance with NQF. Preschoolstaff attended Professional Learning opportunitiesin developing and maintaining QIP. All preschoolstaff ensured necessary qualifications were currentand have successfully been accredited asproficient.

$6000 ProfessionalLearning

$8000 Teaching andlearning resources

10% improvement of studentsengaged in leadershipopportunities within the schooland community.

Tracking of students engaged in formal leadershippositions has significantly increased. Furtheremphasis on making these roles significant willensure the skills necessary are developed.


Next Steps

Professional Learning: Professional development has been vital in building capacity of teachers and leaders andtherefore our growth in student achievement. This focus on whole school and differentiated professional learning will onlybe strengthened in 2017. Teachers professional learning will specific in targeting their individual professional learninggoals.

Performance and Development: Our school will continue to improve practices to ensure authentic and purposefulprocesses are in place to support staff development. This includes opportunities for observations and effective feedbackand more staff training in GROWTH coaching. All non–teaching staff will also begin the process of developingaspirational professional goals.

Leadership: Both students and staff leadership will continue to be a focus of development. Staff will be givenopportunities to build leadership skills through an aspiring leaders group. Students will be provided with greateropportunities to develop leadership skill through formal leadership roles, in diverse areas, as well as leadership withintheir classrooms.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Personalised Learning Pathways (PLP’s)were developed for students of Aboriginalbackground, promoting communitypartnerships and a culture of highexpectations.

The Norta Norta program was successfullyincorporated into the existing framework ofthe school’s learning structures. This providedexplicit Literacy and Numeracy tutoring tostudents in Year 4 and 6 who were identifiedthrough NAPLAN results.

An Aboriginal School Learning SupportOfficer was employed to assist parents, thecommunity and the school staff to maintaineffective relationships.

To celebrate NAIDOC Week, students wereinvolved in a variety of enriching and positiveexperiences, including a visiting performer,providing a deeper understanding ofAboriginal history, culture and languages.

$30 000 School LearningSupport Officer

$11 000 CommunityInitiatives and PLPs

English language proficiency Funding was used to employ staff to supportEAL/D students with individual needs.

$4800 School LearningSupport Officer

Low level adjustment for disability The Learning and SupportTeacher collaborated with staff and parents todevelop an Individual Learning Plan (ILP) forstudents requiring support, including studentsidentified through the National ConsistentCollection of Data.

Additional School Learning Support Officers(SLSO) were employed to support students inthe classroom and playground to providesupport and develop social skills as needed.The Learning Support Team met regularly tomonitor referred students and review andadjust support as needed. SLSOs wereessential in the implantation of ILPs.

$91 000 Learning andSupport Teacher

$24 000 School LearningSupport Officers

Quality Teaching, SuccessfulStudents (QTSS)

This funding has been used to establishmentoring and coaching practices in theschool, providing constructive feedback toindividual teachers regarding programming,assessment and classroom management.Staff were provided with opportunities toobserve colleagues lessons and providefeedback.

$4000

Socio–economic background Significant funds were used for additionalstaff.

An Instructional Leader positionwas established, targeting Years 3–6, tosupport and compliment the Early Action forSuccess initiative which focuses on YearsK–2. This initiative provided coaching andmentoring for teachers andshoulder–to–shoulder in–class support tobring about improved pedagogical practice,including Focus on Reading and the WriteAway program. Professional learning alsofocussed on valid teacher judgement and

$305 000 Staffing


Socio–economic backgroundAn additional class was also funding, abovethe DoE allocation. This reduced class sizesand allowed for more individualised learningand greater feedback, supporting qualityteaching for all students.

School Learning Support Officers were alsoemployed supporting the rich curriculum inclassrooms, as well as supporting individualstudents wellbeing.

Remaining funding provided welfare andwellbeing initiatives, allowing the school toprovide experiences catering for the wholechild, including creative and performing artsexperiences.

$305 000 Staffing

Support for beginning teachers Beginning teacher support was providedpredominately through ProfessionalDevelopment and associated resources, suchas L3 and TEN training and support,as established in the development of PLPgoals. Beginning teacher and mentor wereprovided additional release as required toprovide mentoring and coaching.

$4000 ProfessionalLearning

Early Action for Success Early Action for Success (EAfS) is thedepartment’s strategy for implementing theNSW government’s State Literacy andNumeracy Plan. It aims to improve students’literacy and numeracy skills through atargeted approach in the early years ofschooling.

There are 3 key elements of Early Action forSuccess:

1. Instructional leadership and teacherprofessional learning: The instructional leaderplays a key role in building staff skills andknowledge in teaching and assessing literacyand numeracy in the early years of schooling.During 2016: • All K–2 teachers were trained andaccredited in Targeted Early Numeracy(TEN). TEN was originally designed as anearly intervention program targeting childrenexperiencing early numeracy difficulties,however due to its quality differentiation andhigh impact, MWPS teachers implement TENpedagogy to all students ensuring each childis continually challenged at their point ofneed. • Both Kindergarten teachers completed theirfirst year of Language, Learning and LiteracyKindergarten (L3K). This is a research–basedclassroom intervention for Kindergarten,targeting text reading and writing. Studentsreceive explicit instruction in small groups attheir point of need and engage in a variety ofliteracy activities to consolidate their newknowledge and skills. • Three Stage 1 teachers also receivedregular training in Language, Learning andLiteracy (L3 Stage 1) to “grow the gains” ofthe effective Kindergarten literacy program.As in L3K, the focus is quality teaching and

$140 000


Early Action for Success differentiated instruction to meet the literacylearning needs of all students. In 2016, twoStage 1 teachers completed their first year ofL3 Stage 1 and the third completed heraccreditation. • Additionally, our school delivered theParents as Teachers / Community Helpers(PaTCH) course enabling carers to engage inprofessional learning on how best to supportchildren’s literacy and numeracy skilldevelopment in the classroom.2. Identifying individual levels of attainment inliteracy and numeracy:K–2 student progressdata was collected and analysed every 5weeks against the Literacy and NumeracyContinuums which enabled: • Teaching to be personalised to studentlearning needs (identifying areas of need forindividual students, classes or the schoolsystem as a whole). • Valid and consistent teacher judgmentthrough collaboratively assessing studentwork samples. • Student tracking – identifying anyanomalies and allowing for early detection of‘at risk’ students. • Comparative data identifying trends overtime, informing whole school foci.3. Tiered interventions in literacy andnumeracy: Tiered intervention deliveredtailored learning support to students and wasadjusted in intensity according to howstudents responded to these interventions.During 2016: • Two teachers assisted with intervention byproviding additional teaching and learningopportunities to individual students requiringmore intensive, longer–term support with theirliteracy and numeracy development. • School Learning Support Officers (SLSO’s)assisted in all K–2 classrooms during literacysessions to allow the classroom teacher totarget small, flexible groups of students forshort–term instruction tightly connected tostudent need. • Targeted Year 1 children participated inReading Recovery, a short–term interventionof one–to–one tutoring for students at riskwith their reading.Furthermore, the school purchased resourcesto support the effective teaching of literacyand numeracy across the whole school, K–6.

$140 000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 99 107 117 105

Girls 105 110 111 101

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.8 92.2 93 94.1

1 91.6 91.1 89.4 94.4

2 91.8 93.4 91.7 93.1

3 91.4 91.7 89.9 90.1

4 92.3 89 89.7 91.5

5 90.8 93.9 90.5 90.6

6 93.3 90.3 90.9 88.8

All Years 92.2 91.7 90.8 92

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

Class sizes

Class Total

KN 17

KG 16

1/2P 22

IV 22

2/3L 23

3/4W 25

4/5GW 24

5/6B 25

5/6M 25

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 5

Classroom Teacher(s) 11.2

Teacher of Reading Recovery 0.5

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration & SupportStaff

8.22

Other Positions 2.21

*Full Time Equivalent

There was one Aboriginal staff member employedat Mount Warrigal Public 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

Professional learning and teacher accreditation

All pre–2004 teachers are accredited and are


maintaining proficiency. Our two preschool teachersgained proficient accreditation also.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Income $

Balance brought forward 377 751.98

Global funds 281 541.46

Tied funds 631 004.56

School & community sources 78 959.48

Interest 12 337.98

Trust receipts 78 958.80

Canteen 0.00

Total income 1 460 554.26

Expenditure

Teaching & learning

Key learning areas 10 329.99

Excursions 6 409.28

Extracurricular dissections 33 624.97

Library 3 089.71

Training & development 2 508.80

Tied funds 548 876.32

Short term relief 126 320.32

Administration & office 31 552.22

School-operated canteen 0.00

Utilities 60 332.97

Maintenance 25 443.63

Trust accounts 103 554.94

Capital programs 0.00

Total expenditure 952 043.15

Balance carried forward 508 511.11

The information provided in the financial summaryincludes reporting from 30 November 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 782 331.24

(2a) Appropriation 762 901.97

(2b) Sale of Goods andServices

5 762.54

(2c) Grants and Contributions 13 313.94

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 352.79

Expenses -244 601.15

Recurrent Expenses -244 601.15

(3a) Employee Related -167 218.34

(3b) Operating Expenses -77 382.81

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

537 730.09

Balance Carried Forward 537 730.09

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

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


2016 Actual ($)

Base Total 1 582 548.16

Base Per Capita 14 004.64

Base Location 0.00

Other Base 1 568 543.52

Equity Total 472 321.82

Equity Aboriginal 45 896.58

Equity Socio economic 305 165.22

Equity Language 4 830.23

Equity Disability 116 429.79

Targeted Total 685 496.70

Other Total 730 476.01

Grand Total 3 470 842.69

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.

Mount Warrigal Public School has made significantacademic improvement in literacy. Our results in Year 3show a reduction in students in the lower bands inliteracy, with most students meeting minimumstandards. The Early Action for Success initiative andintensive support has supported much of thisimprovement. For Year 3, our strongest performancewas seen in Writing with no students within the bottomtwo band. Year 5 literacy results also show a reductionbut are yet to show a greater improvement inproficiency. Year 5 results in Writing indicate 21% arein the bottom two band, although this is a 15%reduction from 2015.


Numeracy results show improvement when observingour school 3–year average. The number ofstudents achieving in the bottom two bands from 2015to 2016 shows a reduction of 42%.

In accordnace to meeting the Premier's priorities,Mount Warrigal Public School is committed toincreaseing the number of students achieving in the toptwo bands at proficient. Our reading results show thatover the last 3 years, there has been an increase of 2%in Year 3 and 14% in Year 5. Our Writing results


indicate that 55% of Year 3 studenst achieved in theproficent bands.

Parent/caregiver, student, teachersatisfaction

Towards the end of 2016, Mount Warrigal PublicSchool employed a consultant to support the school inconducting a thorough situational analysis andevaluation to support planning and future directions.The school analysis a range of data sources and theconsultant interviewed all teaching and non–teachingstaff, student focus groups form Kindergarten to Year 6and parents.

Parents conveyed a range of comments about theschool: • Parents are very excited about the renewed

enthusiasm and positive directions the school isexhibiting. Parents identify the strengthenedcommitment to leadership in the school thatfocuses on positives. The Principal and teachersare accessible and easy to talk to and that isvalued.

• Parents strongly agree that they recommend theschool to others when the opportunity arises. Theincreased community involvement in 2016 ishighly welcomed by parents, grandparents andcarers. Many responded with request to maintainthis outreach.

• Parents are feeling positive about the fact thatthey can see that their children are progressing,learning and becoming more independent, fromPreschool to Year 6.

• Parents are concerned about disruptive childrenwho appear to disrupt the learning of their classand dominate their teacher’s attention, however,appreciate that the school works hard at dealingwith these matters.

• Parents are pleased with a wide variety ofadditional programs and support provide at theschool, including breakfast club, homeworkcentre, playgroup, additional sporting andperforming arts opportunities and after schoolactivities.

Students feel very positive about Mt Warrigal School: • Students enjoy coming to school. The things they

identify as what is best about being a student atMt Warrigal are quite varied. Several childrenspoke of meeting friends, having fun playing, andkind people. Many children identified learningaspects they valued including writing stories,maths, handwriting, fitness and competitive sport.Lots of comments described how the teachers arevery liked by students, and teachers are fair andnice.

• Children are quite definite about being proud toattend the school and proud of their achievementsin learning. They see themselves as a team. Thestudents wear their uniform with a sense of pridewhich clearly strengthens the identification andimage of the school in the local community.

• Students feel very safe and happy at school withbullying not seen as a notable problem especially

as teachers attend to matters promptly. Whilethere are some one–off incidents childrengenerally seem to be well equipped withstrategies to deal appropriately with teasing andunsafe behaviours.

• When asked how the school could be betterresponses include longer playtimes, moresporting events and more playground equipment.

• Responses to what the children see as mostimportant things they learn are greatly varied,perhaps suggesting that across the schoolstudents identify that being a successful studentis about committing to a wide array of learning.Answers included: science (kids loveexperiments); writing including Drop Everythingand Write; achieving by meeting our markers; “lifeskills”; sport; handwriting; literacy including L3;homework; units such as ‘prehistoric animals’.

• Stage 3 students in particular expressedthoughtful viewpoints regarding the need forincreased student voice in the school regardingSRC and other opportunities for leadership. Theyare keen to see ideas and fundraising not limitedto only SRC members.

• When asked about rewards and awards as usedat school the students have a range ofunderstandings and views. There is a strongfeeling that teachers recognise and appreciatestudent effort and children are happy to see theirteachers smile, acknowledge effort and talk tothem about how they are improving. Manystudents still see the purpose and value suchsystems as Gold badges and PBL charts. Viewswere expressed that while young students arekeen on the ‘dog’ award, older students often seethis as a juniors type of reward. Some studentsspoke of the Gold award having been around forages and being a bit tired as a motivator. But justas many students seem to appreciate its value asa reward and form of high level recognition.Within many classroom settings teachers havesystems that seem to work well with theirparticular class and are often linked to acompetitive approach or a game. What could be away forward is a close look at motivation andreward across the school with student voiceplaying a large part in any change or refinement.Parent views might also play a part.

• Students expressed the view that our school isoutgoing and practical in the ways it recognisesand celebrates our Aboriginal students andAboriginal culture. While the school has ameaningful NAIDOC Week program there is avariety of other recognitions and involvementsutilised throughout the school year.

• Children are loving the renewed vigour and familyparticipation in the school this year through suchinitiatives as CAPA Showcase and SouthernStars.

• Many children spoke of the association theirfamily has with Mt Warrigal School in that aparent/s and even grandparents attended theschool, strengthening the family ownership, prideand sense of identification with the school.

Mount Warrigal Staff provided a great range of


feedback on our school progress : • The staff believe the school is connecting more

fully with the community and this is valued by thecommunity. Many teachers have felt a level ofsatisfaction and excitement through theirinvolvement with students and their families in arange of activities beyond the regular school dayhours such as Showcase, Southern Stars andMother’s and Father’s Days BBQs.

• The students’ academic learning is important toteachers and the school acknowledges andcelebrates the growth of the whole child includingtheir wellbeing and development as a good schoolcitizen.

• The school has a sense of energy, purpose andprofessionalism to the work of the school. Staffideas are responded to but decisions are madewith appropriate decisiveness. Several teachersnote there is a vibrancy in the school and theirideas and concerns are being heard.

• Many programs introduced and approachesencouraged, such as visible learning and 21stcentury learning, have an up–to–date feel.

• The Leadership Team value the distributiveleadership approach to their work in taking onroles and responsibilities. The school isbenefitting from a staff made up of bothmature–aged, experienced teachers but with asteady sprinkling of less experienced butkeen–to–contribute–and –learn teachers made upof permanent, temporary and casualappointments.

• The steady focus on decisions being made in thebest interests of the students and with attention tothe needs and wellbeing of all staff.

• Professional learning is seen as important andbeneficial. The pairing of teachers for PDPs thatprovides opportunities for observing, feedbackand reflection. More attention to data about howeach student is progressing and making use ofthat information is of great benefit.

• Seeing students identify and work towardsachieving goals is positive.

• There is scope to promote more cohesivenessacross the staff. Teamwork across the school hasstrengthened but there is a challenge for all of usto commit further to team spirit and teamcontributions.

• Non–teaching staff see themselves as a keenteam within the larger school team. SLSOs seethat their purpose is very much to supportchildren’s learning and assist teachers and it isfelt that this is appreciated. .

Policy requirements

Aboriginal education

Mount Warrigal Public School continued itscommitment to improving engagement and outcomesfor Aboriginal students. Effective implementation of theAboriginal Education and Training Policy and theAboriginal Education Strategy is reflected in all priorityareas. 100% of Aboriginal students have PersonalisedLearning Pathways, with a enhanced school practices

to create these in partnership with parents and carers.This process also involved a succesfull communityBBQ and games afternoon to support the review ofstudents' PLPs. An Aboriginal School Learning SupportOfficer (SLSO) was also employed to support individualstudents and small groups in achievement of personaland academic goals, as well as build relationships withour community. Funding from the Norta Norta initiativeincluding the formulation of Individual Education Plansprovided opportunity for direct and personalisedlearning for Aboriginal students in Year 4 and 6 who didnot meet the national minimum standards in the 2015NAPLAN. Two students were successful in gainingselection to participate in the online IndigenousReading Project, successfully improving personalreading skills.

NAIDOC Week was celebrated across the school with afull day of activities including art, dreamtime stories,dance, sport and culture. This celebration wascoordinated with the guidance of our Aboriginalfamilies. Each family was personally invited and beinvolved in the organisation and the days event.Aboriginal students and our school leaders participatedin the annual Shellharbour City Reconciliation Walk inJune. The school is regularly represented at localAECG meetings and also assist by hosting meetings atour school. At each whole school assembly anindigenous member of the student body recites thepersonalised Mount Warrigal Public SchoolAcknowledgement of Country. Aboriginal students andcommunity members created the acknowledgment lastyear specific to our community.

Multicultural and anti-racism education

Mount Warrigal Public School continues to promotemulticultural education through a range of initiatives.The school actively ensures an inclusive schoolcommunity, including the nomination and training of anAnti–Racism Contact Officer. The staff implementsteaching and learning initiatives that are culturallyinclusive to develop understanding of cultural, linguisticand religious difference. Students are presented withteaching practices, which recognise and value thebackgrounds and cultures of all students.

Our school celebrated Harmony Day with communityactivities and an opportunity to recognise andcelebrate the various cultures represented at our schooland in our community. Parents and families wereinvited to share their culture in their child's class andother classes within the school. All students fromPreschool to Year 6 participated in rotational activitiescelebrating and learning about a range of cultures,countries and customs.

Our staff have been training in the first module of KidsMatter. This professional learning promotes andsupports an inclusive environment and has supportedour journey towards embracing our diversity.


2016 Mount Warrigal Public School Annual Report · 2017. 5. 15. · Introduction The Annual Report...

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