2016 Tathra Public School Annual Report - Cloud … · Tathra Public School Annual Report 2016 ......

Tathra Public SchoolAnnual Report

2016

3173

Printed on: 1 April, 2017 of 19 Tathra Public School 3173 (2016)

Introduction

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

Lisa Freedman

Principal

School contact details

Tathra Public SchoolBega StTathra, 2550www.tathra-p.schools.nsw.edu.autathra-p.School@det.nsw.edu.au6494 1291

Message from the Principal

2016 saw the end of the second year of our three year School Planning Cycle. We achieved many great things. Weestablished a 9th classroom – growing to 208 enrolments.

We said farewell at the end of 2015 to Susan Jones, who retired after many years at Tathra Public School. New staffincluded Mrs Kellie Umback who commenced work as a permanent classroom teacher and Mrs Megan Bobbin whobegan as our newly appointed Assistant Principal.

All staff were trained to teach mental maths strategies through training in Targeted Early Numeracy (TEN). TheLanguage Learning and Literacy (L3) pedagogy was introduced in 2015 to Kindergarten. This year Kinder teacherscompleted their 2 years of training and we saw the impact of this with all Kinder students reaching the expectedbenchmark or beyond in reading which was an amazing result.

Stage 1 teachers completed their first year of two year training in L3 Stage 1 and are expected to complete training in2017. 90% of Stage 1 students reached literacy benchmarks or beyond.

Writing in the Middle years was introduced to Stage 2 and 3 and two staff were trained as Facilitators. Staff looked moreclosely at ongoing assessment and the use of data to inform teaching and learning. They learned to better differentiatefor individual needs across English and Mathematics.

New syllabus in History, Geography and Science were further explored and implemented with a greater degree ofunderstanding this year.

Our students were recognised for many sporting achievements in a variety of sports such as swimming, athletics, crosscountry, tennis, netball, touch football, Rugby League, AFL and football.

Positive Behaviour for Learning (PBL) was introduced into the school with two staff trained as PBL coaches. Acommittee was formed comprising of staff and community members. The school discipline, awards and wellbeingsystems and policies were aligned with three school values of Respect, Responsibility and Kindness. These threevalues were explicitly taught during 2016 with 100% of students now knowing what these values are and how they relateto positive culture in the school. Signs were purchased and placed in the school displaying expectations for behavioursunder these values. An 'outside the classroom' rewards system was implemented, culminating in a celebration in theform of a Tathra Fun Day at the end of Term 4.

Student Leadership was a focus of the school plan this year. Instead of the traditional two Captains and two ViceCaptains, Senior Leadership was earned with students working towards leadership goals aligned to school values.Parliament Ministers and sport leaders were elected by all students in Years 2 – 6 and all staff. The school funded a


Year 6 Leadership Camp at the beginning of the year to support the program.

Japanese continued to be taught in all K–6 classes and a selection of students performed the Hungry Caterpillar inJapanese at the SCLC Performing Arts Spectacular (PAS) in Bega. Two years into this program and we are soimpressed with the ability of our students to now know many Japanese words and phrases. A Hip Hop dance programwas introduced for a term and a dance was also performed at the PAS. Art classes were taught K–6 over the year, eachclass having an intensive art program taught for one term. The school production of Hoodwinked was a great success aswere our school discos, Dinosaur Museum, school fundraising events and Aboriginal Art Show held during the year.

Donations to the school from the P&C enabled the purchase of library books and Lego kits for the school library andlunch time programs, readers to support reading programs, and subsidised transport costs for major excursions. Fundshave also been targeted to purchase resources to support Science and Technology programs in 2017.

Donations from the Clean Energy for Eternity group enabled us to have enough funds to apply to the Department ofEducation for additional money to build a solar panel unit on the roof of the hall. the aim is to complete this project beforethe end of June 2017.

Our wonderful school community has once again continued to work together to ensure Tathra Public School offers thebest opportunities for our students.

Lisa Freedman

Message from the school community

It was a steep learning curve for our P&C this year with all new executive members. Without the help from our outgoingexecutive, it would have been a much more difficult task. We’ve achieved so much over the year and I’d like to thank [ourschool community] for your support. Your P&C can only achieve these outcomes with that support.

Monica and Catherine, thank you for running the canteen every week, feeding our kids and the staff members! Thankyou Mrs Buckley. She runs our Uniform shop, it’s a big commitment to be open twice a week to supply uniforms to ourfamilies. Thank you to all of you who have volunteered throughout the year in the canteen, the uniform shop or at ourvarious fundraisers.

We did a lot of fundraising this year with a Mother’s Day Stall, an Election–day cake stall and a Trivia night which was afantastic, fun night. We’ve also run several coffee stalls. Thank you to Daniel Murphy who has been our first Coffeemachine coordinator. The coffee machine has been a valuable asset, allowing us to participate in many communityevents. Speaking of community events, the Tathra Wharf to Waves was our first fundraiser for the year. This is awonderful community event involving the Tathra Surf Lifesaving Club, Tathra Rural Fire Service, Tathra Preschool andour school. It’s always a lot of fun and great to see the community come together! With all this fundraising we have beenable to contribute $15,000 to the school this year!

This money went towards literacy and STEM needs (this is Science Technology Engineering & Maths) as well asreducing the transport costs for every single Tathra Public School family. Our P&C is about more than helping tocontribute financially to the school. I’m proud to say that we have begun work on a Sensory Garden. This is an areawhere our children will be able to use all of their senses. With a focus on nature play, children will be able to use sand,water, mud, sticks and much more. Work has already begun on a sandpit boarded by boulders for climbing on. It ishoped that this area will also be used as an outdoor classroom. Bianca Horsfall has been the driving force behind this,well done Bianca! Thank you to all of the staff who have supported this project. Thank you also to John Plumb andRobert Jennings who have been doing a great job getting this project underway.

This year we started to raise money to put solar panels on the school. This will save hundreds of dollars in energy billsevery year, as well as reduce the carbon footprint of our school and bring our community closer to a 50% renewableenergy by 2020 target. In September the band The Figmentz played here at the school to help us raise that money. Bythe end of the night everyone was on the dance floor having a great time! With the money we raised from this night andhelp from local group Clean Energy For Eternity, we hope to see these panels installed next year.

I’d like to thank Mrs Freedman, all the teachers and the staff for your support throughout the year and voice appreciationon behalf of the parents, carers and community for all your hard work and dedication. Mrs Freedman thank youparticularly, for your support, encouragement, guidance and patience. I know I’m not the only one who feels this. I amenjoying watching your influence on the school. I hope the school is on its way toward the vision you have for it. I’m suremany parents are spouting the school values at home – Respect Responsibility and Kindness. Again I’d like to thankeach and every one of you and encourage you to join the P&C next year, there are many different ways to contribute andeveryone is welcome and appreciated. Thankyou,

Maia Neenan, P&C President 2016


School background

School vision statement

We are dynamic and engaging leaders, confident and creative learners, active and informed citizens.

School context

Established in 1912 Tathra Public School is located on the Far South Coast of NSW in the rural coastal town of Tathra.In 2016 Tathra has an enrolment of 208 students. The school is a proud member of the Sapphire Coast LearningCommunity (SCLC) and is one of 15 schools in this community. The school works in close collaboration with the schoolsin the Bega Community of Schools and Far South Coast Principals’ Network. The school has a strong connection to thecommunity and is supported by a dedicated Parents and Citizens’ Association (P&C).

The school receives equity funding through the Resource Allocation Model (RAM) as part of the Local Schools LocalDecisions educational reform. This funding includes a rural and remote component. An equity loading provides funds tosupport our Aboriginal and Torres Strait Islander students (2% of the total population). The school also receives LowSES Equity funding determined by its Family Occupation and Educational Index rating of 68. Targeted funding is alsoreceived for individual students requiring high, moderate or low adjustment for disability.

The school offers evidence–based literacy and numeracy programs such as Language, Learning and Literacy (L3),Targeted Early Numeracy (TEN), MULTILIT and Writing in the Middle Years.

Key initiatives include the introduction of KidsMatter Primary combined with Positive Behaviour for Learning, Japaneseand Aboriginal language and culture programs, and creative and performing arts programs.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Learning

In schools that excel, school culture demonstrates the building of educational aspiration and ongoing performanceimprovement across its community. Students take responsibility for their ongoing learning. The school's on–balancejudgement for this element is: Excelling

There is school–wide, collective responsibility for student learning and success, with high levels of student, staff andcommunity engagement. Positive and respectful relationships across the school community underpin a productivelearning environment, and support students’ development of strong identities as learners.

There is a strategic and planned approach to support the cognitive, emotional, social, physical and spiritual wellbeing ofall students. The school's on–balance judgement for this element is: Excelling

The school has in place a comprehensive and inclusive PBL framework to support the cognitive, emotional, social,physical and spiritual wellbeing of students, which measurably improves individual and collective wellbeing. Individuallearning is supported by the effective use of school, system and community expertise and resources through contextualdecision–making and planning. Students are self–aware, build positive relationships and actively contribute to the school,the community and the society in which they live.

An integrated approach to quality teaching, curriculum planning and delivery, and assessment promotes learningexcellence and responsiveness in meeting the learning needs of all students. The school's on–balance judgement forthis element is: Excelling.

The school establishes active partnerships and works collaboratively to ensure continuity of learning for students.


Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students,using evidence–based teaching practices and innovative delivery mechanisms where appropriate. Extra–curricularlearning opportunities are significant, support student development, and are strongly aligned with the school’s vision,values and priorities.

Consistent, school–wide practices for assessment and reporting are used to monitor, plan and report on student learningacross the curriculum. The school's on–balance judgement for this element is: Excelling

The school has aligned staff processes and school systems for collecting, analysing and reporting local and external dataon student and school performance. Students use reflection on assessment and reporting processes and feedback toplan learning and set learning goals. Assessment data to monitor achievements and gaps in student learning are usedextensively to inform planning for particular student groups and individual students. Evaluating and reporting studentperformance data underpins the whole–school assessment strategy. Practices are embedded for parents to be engagedand understand the learning progress of their children and how to effectively support them to learn through the use ofthe SeeSaw Learning journal app, parent information evenings and three–way interviews.

Students consistently perform at high levels on external and internal school performance measures. The school'son–balance judgement for this element is: Excelling

Most of our students achieve at high levels of performance on external performance measures. Performance for equitygroups within a school is comparable to the performance of all students in the school.

Future Directions

Technologies education describes two distinct but related subjects: Design and Technologies, in which students usedesign thinking and technologies to generate and produce designed solutions for authentic needs and opportunities, andDigital Technologies, in which students use computational thinking and information systems to define, design andimplement digital solutions.

All young Australians should develop capacity for action and a critical appreciation of the processes through whichtechnologies are developed and how technologies can contribute to societies. Tathra Public School is looking at ways wecan embed learning about and learning with technologies to better support students to critique, analyse and evaluateproblems, needs or opportunities to identify and create solutions and to individually and collaboratively make informedand ethical decisions about the role, impact and use of technologies in the economy, environment and society for asustainable future. We want to encourage students to be creative, innovative and enterprising when using traditional,contemporary and emerging technologies. This will be our challenge as we move into our next three year schoolplanning cycle.

Teaching

All teachers are committed to identifying, understanding and implementing the most effective teaching methods, with ahigh priority given to evidence–based teaching strategies. The school's on–balance judgement for this element is:Excelling

The school leadership team demonstrates instructional leadership, promoting and modelling effective,evidence–basedpractice. Teachers regularly review learning with each student, ensuring all students have a clear understanding of howto improve their learning.

Student assessment data are regularly used school–wide to identify student achievements and progress, in order toinform future school directions. The school's on–balance judgement for this element is: Sustaining and Growing

Teachers incorporate data analysis in their planning for learning. Assessment instruments are used regularly to helpmonitor student learning progress and to identify skill gaps for improvement. The school leadership team engages theschool community in reflecting on student performance data.

Teachers take responsibility for changes in practice required to achieve improved school performance and are using dataon a regular basis to monitor the effectiveness of their own efforts.The school leadership team builds the collectivecapacity of the staff and school community to use data to inform strategic school improvement efforts.

There are explicit systems for collaboration and feedback to sustain quality teaching practice. The school's on–balancejudgement for this element is: Excelling

Teachers collaborate within and across stages and faculties to ensure consistency of curriculum delivery, includingstrategies for differentiation and consistency of teacher judgement. The school has embedded and explicit systems forcollaboration, classroom observation, the modelling of effective practice and feedback to drive and sustain ongoing,school–wide improvement in teaching practice and student outcomes. School–wide and/or inter–school relationshipsprovide mentoring and coaching support to ensure the ongoing development of all staff.


Professional learning is aligned with the school plan, and its impact on the quality of teaching and student learningoutcomes is evaluated. The school's on–balance judgement for this element is: Excelling

The school evaluates professional learning activities to identify and systemically promote the most effective strategies.Teachers draw on and implement evidence–based research to improve their performance and development.The schoolis recognised as expert in the provision of support to beginning and early career teachers.

All staff demonstrate personal responsibility for maintaining and developing their professional standards. The school'son–balance judgement for this element is: Excelling

The teaching staff of the school demonstrate and share expertise, have very high levels of contemporary contentknowledge and teaching practices, and rely on evidence–based teaching strategies.

Future Directions

Through continued Instructional Leadership, the development of professional learning alliances and observational roundsthat follow the Quality Teaching Framework and Australian Professional Standards, Tathra Public School aims tocontinue to support teachers to further develop excellent classroom practice with the support of their colleagues. This is amain focus for Tathra Public School in the next planning cycle.

Leading

The school leadership team supports a culture of high expectations and community engagement, resulting in sustainedand measurable whole–school improvement. The school's on–balance judgement for this element is: Excelling

Staff have purposeful leadership roles based on professional expertise. The school community is committed to theschool’s strategic directions and practices to achieve educational priorities. The school is recognised as excellent andresponsive by its community as a result of its effective engagement with members of the local community such asparents, families, local media and business organisations. The school leadership team makes deliberate and strategicuse of its partnerships and relationships to access resources for the purpose of enriching the school’s standing within thelocal community and improving student outcomes.

The school plan is at the core of continuous improvement efforts, with the school’s vision and strategic directions evidentin its main activity. The school's on–balance judgement for this element is: Excelling

The school uses evidence–based strategy and innovative thinking in designing a school plan that delivers ongoingimprovements in student outcomes. The school successfully fosters collaboration with key stakeholders in thedevelopment of the school vision, strategic directions and annual plans. Established processes build the capacity of theschool community to use data and evidence for strategic school improvement. Shared school–wide responsibility isevident through leadership, teaching, learning, and community evaluations to review learning improvements. The schooluses collaborative feedback and reflection to promote and generate learning and innovation.

Resources are strategically used to achieve improved student outcomes. The school's on–balance judgement for thiselement is: Excelling

Succession planning, leadership development and workforce planning are designed to drive whole–school improvement.Longer–term financial planning is integrated with school planning and implementation processes. The use of schoolfacilities is optimised within the local community, to best meet the needs of students and the local community.

Management systems, structures and processes underpin ongoing school improvement and the professionaleffectiveness of all school members. The school's on–balance judgement for this element is: Excelling

Practices and processes are responsive to school community feedback. Administrative practices provide explicitinformation about the school’s functioning to promote ongoing improvement.

Future Directions

As we move into the next school planning cycle our focus is to once again engage the whole school community in theconsultation process that will set the strategic directions of the school for the next three years and foster collaborationwith key stakeholders. We aim to further enhance shared school–wide responsibility through leadership, teaching,learning and community evaluations to review learning improvements.

With the introduction of the new Learning, Management and Business Reform (LMBR) program we aim to concentrate in2017 on the successful implementation of these systems.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further


improvements 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

Learning – I³

Purpose

To provide Individualised, Integrated and Inclusive learning experiences in a productive, positive and engagingenvironment, so as to develop the vital skills for flourishing now and in the future.

Overall summary of progress

• Visible student goals in every classroom with most students achieving at high levels of performance reflected inachievement data, and in student feedback.

• Positive and respectful relationships through the implementation of coaching, personalised goal–setting andwellbeing programs, underpin a productive learning environment and support students’ strong identities as learners.

• A comprehensive and inclusive values framework is in place to support the wellbeing framework (the cognitive,emotional, social, physical and spiritual wellbeing of students) with Positive Behaviour for Learning processes andpractices embedded in to school wide systems.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

All students have personalisedlearning goals.

Goal setting is embedded in practice throughout theschool for staff and students. Impact on learning isevident in learning data for students and improvedpractice for staff. Bump it up walls (data walls) in allK–2 classrooms based on 'I can' statements alignedto continuum clusters/aspects.

Use of ProfessionalLearning funds, use ofteaching entitlement(QTSS, LAST, PT teacherallocation) used to supportInstructional Leadership

PLAN data indicates growth of atleast one cluster in reading,writing and comprehension(Literacy) Numeral ID, EAS andPV (Numeracy) across K–6.

PLAN data reflects growth in all areas for majorityof students.

Targeted NAPLAN group retest vs post test dataindicates growth in reading.

Use of Part Time teacherallocation to fund a supportteacher to work withtargeted groups.

PBL SET data confirms that 90%of students and staff can identifyand define the school values anddescribe positive behaviourassociated with these.

PBL SET data reflects 100% students and staffidentifying and defining school values.

Positive behaviour systems effective as reflected inattendance and behaviour data PBL fun daycelebration of students displaying values

Professional Learning fundsexpended to supportimplementation of PBLincluding teacher training.Location allowance fundsutilised to support resourcesfor PBL (signs, awards,stamps etc)

Next Steps

• Individualised and personalised plans for all students including gifted and talented • Student goal setting aligned to continuum through teacher to student and student to student peer coaching • Continued implementation of PBL throughout the school with a focus on classroom positive behaviour systems. • Creative and engaging learning opportunities through 'future learning' opportunities developed. • Ongoing collection and analysis of external and internal data to inform teaching and learning



Leadership – S³

Purpose

To develop Strong, Strategic and Sustainable leadership committed to fostering a school–wide culture of highexpectations and a shared sense of responsibility for engagement, learning development and success.


• High expectations and high levels of support promote distributed leadership and accreditation at higher levels withstaff.

• School build leadership capacity of current, newly appointed and aspiring leaders with a strategic approach forteachers seeking higher accreditation.

• Strategic planning and management of resource allocation, PL, performance monitoring and reporting processesare systemic and transparent in driving school performance improvement

• The school builds leadership capacity of students who contribute to a strong and inclusive school culture. • The collection and analysis of data informs collaborative feedback and promotes reflection on performance which

promotes and generates learning and innovation. • Community members involved through invitation to deliver special programs and facilitate projects.




All teachers are either activelyseeking, or are coaching acolleague, to achieveaccreditation, or are teachersmaintaining accreditation atproficient and higher levels.

Staff professional development plans reflect goalsand responsibilities in line with the strategicdirections of the the school plan and are aligned tothe Australian Professional Standards for Teachers(the Standards) and accreditation requirements atall levels. Embedded opportunities for coaching andobservational rounds, instructional leadershipensure teachers are supported to achieve theirgoals.

Use Instructional Leader 0.2PT teacher allocation

Use of QTSS 0.155allocation

Use of flexible staffing toensure teachers canobserve one another'spractice.

Learning and Development datareflects ongoing PD of all staffand is used to reviewperformance.

All staff provided PL opportunities according toPDPs throughout the year.

Staff Development days organised to meet needs ofstaff aligned to strategic directions of the schoolplan.

Professional Learning fundsused to support (see PL inteaching section)

School internal and external data,feedback (Community Forums,TTFM surveys – staff, students,parents) and evidence indicateshigh levels of satisfaction.

Development of Senior student leadership program.Ongoing student parliament reflect opportunities forstudent voice.

TTFM staff and student surveys indicate high levelsof satisfaction.

PBL SET survey indicate students feel supported atschool

Feedback from parents and community groups(P&C, Lions, rotary and community membersworking as volunteers in the school) positive andvalued.

50% of anticipated attendance of OSHC service–hoped this will grow in 2017 as late start date may

Global funds uitlised tosupport leadershipprograms (purchase ofbadges, camp)





School internal and external data,feedback (Community Forums,TTFM surveys – staff, students,parents) and evidence indicateshigh levels of satisfaction.

have jeopardized numbers. To be revised 2017.Quote to build shed sourced.

Global funds uitlised tosupport leadershipprograms (purchase ofbadges, camp)

Next Steps

• Continued shared school–wide responsibility is evident through leadership, teaching, learning and communityevaluations to review improvements.

• Community has a high level of engagement and are committed to the school’s strategic directions to achieveeducational priorities and are involved in next planning cycle for 2018 – 2020

• Communication to parents and wider community continued to be improved through a variety of means includingapps, website, social media.



Teaching – E³

Purpose

To deliver Expert, Effective and Evidence–based teaching distinguished by high levels of professionalism andcommitment to best practice.


• Teachers deliver data informed, reflective practice that promotes goal setting and personalised learning withstudents.

• Students are actively coached to improve performance through goal setting. • Teachers collaborate within and across stages to ensure consistency of curriculum delivery, differentiation and

CTJ. • School–wide and /or inter–school and preschool/high school relationships provide for sharing of knowledge and

expertise and support the transition of students.




Yr 3 and Yr 5 NAPLAN datashows growth in top two bands inReading and Numeracy [2015data = Y5 Reading (40%);Numeracy (22%)Yr 3 Reading(52%); Numeracy (49%)]

2016 NAPLAN data indicates cohort in top twobands Yr 3 Reading 39%; Numeracy 29%; Year 5Reading 25%; Numeracy 25% (less than theprevious year)

Use of flexible staffing tosupport selected studentsbased on NAPLAN data

PLAN data indicates at least 80%of students meeting benchmarksor above in literacy andnumeracy.

Explicit expert and evidence based PL has beendelivered to staff throughout the year. Impact onstudent improvement data evidenced in PLAN.Evaluation of explicit and expert teaching (L3 data,PLAN data) indicates 80% students on track andshowing clear growth.

100% of kindergarten students achievingbenchmark or above in reading

Teacher professionallearning funds expended tosupport teacher training

$16210.00

Next Steps

• High quality teaching and learning as evidenced by improved student learning outcomes. • Teachers, students and parents are actively engaged in the learning process. • Systems for the practice of instructional leadership, collaboration, classroom observation, modelling, and feedback

drive and sustain ongoing school–wide improvement in teaching practice and student outcomes.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal Students performing at or abovestate in NAPLAN and other school based data

Aboriginal Backgroundfunding $1914.72 expended

• Aboriginal backgroundloading ($1 810.00)

Low level adjustment for disability School data – PLAN, MULTILIT, TEN, RRindicates growth for all students receivingsupport through Low Level Adjustmentfunding.

Low Level Adjustmentallocation $12500.10 expended

Staffing entitlementsutilised LAST 0.6, ReadingRecovery 0.3

• Low level adjustment fordisability ($13 501.00)

Socio–economic background Japanese language and culture taught K–6.All students speaking basic Japanesephrases.Artwork of students displayed in foyer and hallreflects techniques taught k–6All students participated in whole schoolperformance

Japanese $11 591, Art$4754.41, Guitar $1470

Socio Economic fundingallocation $10252.86 expended

• Socio–economicbackground ($10 251.86)

Support for beginning teachers Beginning Teacher (BT), mentor andexecutive team evaluted BT support processas being highly successful.Beginning teacher has successfullycompleted accreditation process at Proficient

Beginning Teacherallocation

$4037 expended

• Support for beginningteachers ($4 037.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 79 80 86 94

Girls 88 100 104 107

The school has slowly increased in total enrolmentssince 2013. This is a trend that is expected to continue.

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.2 95.3 95 94.2

1 95.2 96.4 95.6 93.8

2 93.1 95 94.8 92.9

3 95.3 96 93.9 95

4 92.2 94.7 94.8 92.5

5 95.2 94.2 92.5 94.3

6 94 94 94 90.9

All Years 94.4 95.1 94.5 93.5

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

The school has continued to have excellent attendancedata of over 91% across the whole school.

Structure of classes

In 2016 a ninth class was formed. The structure of theclasses was as follows:

Kinder, Kinder/Year 1, Year 1, Year 1/2, Year 2/3, Year3/4, Year 3/4, Year 5 and Year 6.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 7.78

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.6

School Administration & SupportStaff

2.32

Other Positions 0.07

*Full Time Equivalent

Nine classes were formed in 2016.

Workforce retention

Newly appointed permanent staff to commence work atTathra PS in 2016 were Assistant Principal, MeganBobbin (K/1) and classroom teacher, Mrs KellieUmback (Yr 1). Mrs Susan Jones retired at the end of2015.

Other permanent or permanent–part–time staff in 2016were Mrs Lisa Freedman (principal), Mrs Sally Beard(Yr 5), Miss Natalie McKay (Yr 1/2), Mrs Angela Mundy(PPT 0.8 – Kinder), Mrs Margaret Taylor (PPT 0.6 –Learning and Support and Reading RecoveryTeacher).

Enrollments grew to 208 affording the school anadditional class. This meant that the school couldemploy a ninth class teacher. Temporary teachersRobyn Hoare and Tracey Fisher filled the vacantpositions open due to Mrs Jones' retirement and theninth classroom teacher position being created.

With flexible use of teaching entitlement allocation MrsMegan Bobbin worked one day per week as anInstructional Leader to support Literacy and Numeracyprograms introduced in K–2. Mrs Leah Ashe wasemployed as a Temporary teacher two days per weekto support this and to to fill the 0.2 unfilled vacancy onKinder.

Maternity Leave was taken by Ms Kara Owen whoworked three days per week, job–sharing withTemporary teacher, Mr Mark Moses (0.6 – Mat Leaveand RFF).

During the latter half of the year, Mrs Kylie Leung tookfull time Maternity Leave being replaced by MrsMaureen Moffatt and Mrs Natalie Totterdell.


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

Professional Learning for staff was aligned to ourschool plan. For teachers it was also aligned to theAustralian Professional Standards for Teachers.

Professional Learning targeted Positive Behaviour forLearning; Learning Language and Literacy (L3) K– 2,Targeted Early Numeracy (TEN) K–6; Writing in theMiddle Years Yrs 3–6; Mindfulness; Life Life Well(PE/PD/Health); Middle Executive Conference;Principal Network meeting and Conferences; SCLCBeginning teacher Support network; and SCLCLeadership Network meetings.

Staff Development Days focused on Using Data toinform teaching and Learning; Positive Behaviour forLearning; Consistent Teacher Judgement in writingaligned to the Literacy Continuum; and History andGeography syllabus implementation.

One teacher completed Accreditation at Proficient.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30 November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 66 180.46

Global funds 180 292.69

Tied funds 164 140.30

School & community sources 116 119.65

Interest 1 802.92

Trust receipts 5 230.25

Canteen 0.00

Total income 533 766.27

Expenditure

Teaching & learning

Key learning areas 39 678.92

Excursions 23 255.13

Extracurricular dissections 74 691.55

Library 3 881.62

Training & development 14 933.87

Tied funds 141 746.29

Short term relief 44 381.41

Administration & office 43 406.50

School-operated canteen 0.00

Utilities 36 886.50

Maintenance 32 850.69

Trust accounts 5 230.25

Capital programs 9 270.59

Total expenditure 470 213.32

Balance carried forward 63 552.95

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. These assessments are a snapshot intime and are not indicative of a students overallcapacity in any given area.

According to NAPLAN data students who are deemedProficient have results in the the top two bands.

The proportion of Year 3 (sample size 28) students ator above National Minimum Standard in NAPLAN(Reading and Numeracy 2015–2016): 98%

The proportion of Year 5 (sample size 21) students ator above National Minimum Standard in Year 5NAPLAN (Reading and Numeracy 2015–2016): 94%

The percentage of Year 3 students in the top two bands(Bands 5 and 6) were as follows:

Reading 39%; Writing 50%; Spelling 46%; Grammarand Punctuation 32%; Numeracy 29%

The percentage of Year 5 students in the top two bands(Bands 7 and 8) were as follows:

Reading 25%; Writing 25%; Spelling 29%; Grammarand Punctuation 38%; Numeracy 25%


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Parent/caregiver, student, teachersatisfaction

In 2016 Tathra Public School took part in two halfyearly Centre for Educational Statistics and Evaluation(CESE) Tell Them From Me Surveys. One for studentsin years 4 – 6 and the other for staff. We chose not toparticipate in the parent survey as this was notsupported by enough parents in 2015. We will find newways to survey parent satisfaction in 2017 and involveparents in the development of the 2018 – 2020 SchoolPlan through a Community forum.

Teachers

Teacher level of satisfaction is very high. See belowresponses to two open questions from all staff whocompleted the survey in 2016.

Describe a change to your teaching practice this yearthat has had the greatest positive impact on the waystudents learn in the classroom. • Implementing the L3 program has allowed me to


cater for individualised learning needs forstudents requiring remediation and extension.Students have become a lot more independentbecause 'roaming' and the use of a 'workboard'has been implemented. Students have becomemore accountable for their learning time duemainly to daily reflection time and the sharing of'evidence' from the session. Students alsocomplete a weekly reflection and demonstratewhat they have achieved.

• Learning the L3 model. Students have grownindependence and are required to completelearning tasks at their own pace within a session.

• Providing more engaging literacy rotations whilst Ispend time with small groups and students settingindividual academic goals based on the student'smovement in the clusters of learning. Usingrobotics in my maths and music lessons. Thesehave been very engaging and educational for thestudents.

• Having a supportive team working on the samestage has made a positive impact on the waystudents learn in my classroom.

• Openness and application of plotting oncontinuums for Literacy and Numeracy.

• Goal setting and providing effective feedback."Instructional leadership has been invaluable insupporting me to achieve my professional learninggoals."

What more can the school do to ensure support for youto achieve your professional development goals? • I'm incredibly happy with the support I have been

given this year. I have been provided manyopportunities that are supporting my goals andcareer paths.

• Continue to offer the opportunity for training ininnovative current practice.

• I feel I am being supported enough. • Continue CTJ sessions and teacher observation

rounds. • I'd like further support through demonstration

lessons and meeting with stage to analyse stagedata to inform teaching practice.

• Observations, group planning – which arehappening.

Students

According to Tell Them From Me Survey data studentlevel of satisfaction is in line with or above Stateaverages. Students feel a sense of belonging, that theyare encouraged to achieve and have positiverelationships with peers and teachers. Below is asample of responses to two open–ended questionsfrom students:

What are three things you value most about TathraPublic School and what could make our school an evenbetter place of learning? • What I love: the children, the teachers and the

equipment that we can play with at recess orlunch. Improvements: none

• My friends, the beautiful surroundings, myteachers – we could have more play equipment.

• The environment the teachers and the nice

people – nothing much to improve. • Spots to play, no bullies, friendly teachers and

students. Refrigerators in classrooms would begood.

• I value the good teachers, good area to runaround, lots of sport activities. [I'd like] more typesof rewards more fun little [excursions] bettermirrors in the girls bathroom.

Name one learning area or goal you think you haveimproved in or achieved and describe what has helpedyou get there. • My writing is really improving because I am

setting goals to do it and I know when I'veachieved.

• Improving my confidence. I participated in theSapphire Coast Learning Community concert.

• Controlling my emotions – Checking In and Outwith my teacher.

Policy requirements

Aboriginal education

Tathra Public School is committed to increasingknowledge and understanding of the histories, culturesand experiences of Aboriginal and Torres StraitIslander people as the First Peoples of Australiathrough Aboriginal cultural education for all staff andeducation about Aboriginal Australia for all students.We have worked closely with our local Aboriginalcommunity members to develop Aboriginal Educationprograms in our school. This year through fundinggrants obtained by the Mumbulla Foundation withsupport of the Bega AECG and Bega Valley ShireCouncil we were able to erect an additional two signs atthe Tathra Preschool and in our school grounds linkedto the Tathra Aboriginal Sites Community Walk.

The strength, diversity, ownership and richness ofAboriginal cultures and Custodianship of Country arerespected, valued and promoted. Tathra Public School is committed to collaborative decision making withAboriginal Peoples, parents, caregivers, families andtheir communities. We have also worked closely withthe NSW Aboriginal Education Consultative GroupIncorporated (NSW AECG Inc.) as the peak Communityadvisory body to the department on Aboriginaleducation through an OCHRE language grant to createa local language app due for release some time in thefuture.

Tathra Public School affirms the inherent right ofAboriginal students to fair, equitable, culturally inclusiveand significant educational opportunities so that allstudents obtain a high quality education as a platformfor enriching their life chances and achieving their fullpotential.

Multicultural and anti-racism education

Tathra Public School is committed to promotingcommunity harmony and social inclusion throughprograms which counter racism, intolerance and


discrimination and develop understanding of cultural,linguistic and religious diversity Through the study oflanguages other than English such as local Aboriginallanguage and Japanese, students are provided theopportunity to learn about other cultures and traditions.Units of work address perspectives of other cultures.Where possible community members of othernationalities are invited to share knowledge andexperiences.

Tathra Public School fosters student wellbeing andcommunity harmony through the provision of programsand practices which counter racism and discriminationas part of our core business in providing teaching andlearning programs that develop interculturalunderstanding, promote positive relationships andenable all students to participate as active Australianand global citizens. Weekly 'wellbeing' lessons basedon PBL and the Bounce Back program address a widevariety of topics that aim to counter bullying,discrimination and racism.

Tathra Public School ensures inclusive teachingpractices which recognise and respect the cultural,linguistic and religious backgrounds of all students andpromotes an open and tolerant attitude towards culturaldiversity, different perspectives and world views. Weoffer Ethics classes as well as non–denominationalscripture.


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