2017 Barham Public School Annual Report - Amazon S3 · Page 4 of 21 Barham Public School 1135...

Barham Public SchoolAnnual Report

2017

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Printed on: 13 April, 2018 of 21 Barham Public School 1135 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Barham 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.

Catherine Peach

Principal

School contact details

Barham Public SchoolWakool StBarham, 2732www.barham-p.schools.nsw.edu.aubarham-p.School@det.nsw.edu.au03 5453 2133


School background

School vision statement

Barham PS envisions a school that produces lifelong learners in a safe, respectful and innovative learning environment.The school is committed to equity and excellence in education and allowing students to achieve their personal goals.

Rich and diverse opportunities and a culture of collaboration and partnerships in learning develop the capacity,confidence and creativity in each student, allowing them to become resilient, compassionate, active and informedcitizens.

School context

Barham Public School is situated in the township of Barham. Barham is in the south western Riverina on the MurrayRiver. The town is located 823 kilometres south west of the state capital, Sydney and 303 kilometres north west ofMelbourne. The school provides education for students from the town and the surrounding rural district.

Uncertainty surrounding water for irrigation and closure of a number of agricultural and service industries has meant aslow decline in the population of the area. Current enrolments total 151.

Barham PS has a strong focus on student wellbeing and developing the whole child. Improving the literacy andnumeracy standards of each student is central to all learning, and is embedded across the curriculum.

Programs which focus on personal development and growth, healthy lifestyle, the environment, the Arts, technology,citizenship and leadership, and a knowledge and appreciation of differences and of the community and world studentslive in, are an integral part of the school’s plan.

The school attracts Department of Education funding for Low Adjustment Disability, Socio–Economic Background andAboriginal Background to support its targeted programs.

Parents, carers and members of the community make valuable contributions to the school’s programs, as well as thewelfare of students.

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.

In the domain of Learning, our school has prioritised improving student outcomes by focusing on engaging every studentin purposeful, focused and contextual integrated learning that provides opportunities for students to grow as effective andproductive learners and citizens. Improvement processes have aimed to develop quality teaching pedagogy andevidence–based teaching practices to better differentiate curriculum delivery to meet the needs of every student, and tohave students develop as self–regulating learners who are increasingly aware of the impact of their choices on theirlearning and life.

Building teachers’ capacity to develop and use quality assessments informed by the developmental needs of theirstudents has been a major focus of the improvement processes implemented this year. Quality assessment andconsistent assessment expectations are seen as vital to delivering meaningful learning where students are able toachieve success and plot their path for future growth. Identifying starting points for teaching and ‘where to next’ inlearning has personalised learning for every child, with observable positive student engagement and personal pride inlearning progress.

Improved assessment design, analysis and moderation have facilitated differentiated teaching and learning and thetracking of student progress on literacy and numeracy continuum. Teachers have actively collaborated to developconsistent teacher judgement of the level of student achievement, and to identify ways to engage their students in


purposeful learning with attention to the development and consolidation of literacy and numeracy skills across allsubjects.

Stage teams have reviewed and evaluated teaching programs and practices against learning intentions and expectedrates of growth, and engaged in rigorous monitoring processes to ensure that there is measureable positive impact ofteaching on student achievement levels. Teacher training and mentoring has allowed every teacher to personaliselearning support in the classroom setting, incorporating the use of tiered interventions and utilising available support staffand services. This responsive planning and programming has involved much professional discussion and collaborativelearning so that teachers are better equipped to meet the learning needs of all students.

The school has developed explicit processes to collect, analyse and report on student performance. Teachers usesuccess criteria for student assessment specifically in Reading and Writing, the moderation of which informsteaching programs and practice, and student goal setting. Student data is collected via class–based and standardisedassessments, with five–weekly reviews ensuring timely response to evidence of students experiencing difficulties orstalled progress. School reports include information about student achievement and areas for growth, and provide aproductive basis for discussion with parents and carers. Parent–teacher–student conferences were introduced inSemester One to improve communication about student progress and showcase the evidence–based practicessupporting students in learning. The school’s executive has studied the trends in student achievement levels and hasshared this information with teachers to inform their practice. The school uses this data to inform school planning forstaffing and curriculum programs and delivery, and to identify and priorities areas for improvement.

The school’s value added results are improving for Kindergarten to Year 3, Years 3 to 5 and Years 5 to 7. Thepercentage of students in Year 3 above national minimum standards in NAPLAN Reading is 52%,Writing is 52%,Spelling is 60%, Grammar & Punctuation is 68% and Numeracy is 56%. The percentage of students in Year 5 abovenational minimum standards in NAPLAN Reading is 39%, Writing is 6%, Spelling is 29%, Grammar & Punctuation is 26%and Numeracy is 29%. Falling proficiency levels from Year 3 to Year 5, Year 5 to Year 7, and Year 7 to Year 9, havebeen identified and are of concern, and priority has been given to address these results by focussing on the developmentof explicit teaching and evidence–based teaching practice.

Percentage of students achieving in the top two bands in Reading and Numeracy in 2014 was 28.41%, in 2015 was32.91%, in 2016 was 34.62% and in 2017 was 42.86%, reflecting improved results over the period of the 2015–2017School Plan. Data from a variety of sources indicates that changed practice and focus on the teaching of Reading isproducing improved results; however Writing, Spelling and Grammar & Punctuation require further attention. In 2017,62.5% of students achieved greater than or equal to expected growth in Reading; in Writing, 50% of students achievedgreater than or equal to expected growth, in Spelling 37.5%, in Grammar & Punctuation 41.7% and in Numeracy 60.9%.These results drop markedly for students in Year 7 and show that continued, rigorous review of pedagogy and curriculumis required.

The school has focussed on creating a positive and productive learning culture, developing a consistent and respectfulapproach to behaviour management that places students’ wellbeing at the forefront of its thinking and practices. Schoolsystems and processes have been devised to promote behaviours, attitudes and expectations that enhance wellbeingand support improved learning outcomes. This whole school focus on positive behaviour for learning has helped tocreate a learning culture that is increasingly positive and has students increasingly demonstrate the core values of theschool. Students are encouraged to accept responsibilities for their behaviour and learning, with teaching and learningprograms building their understanding of the school’s expectations, and respect for culture and diversity.

In the domain of Teaching, the school has focused on targeted professional learning and providing opportunities formentoring and collaboration to support continual professional growth and improvements in teachers' practice.Establishing systems and professional support structures to promote a strong culture of continual professional learningand consistency of curriculum delivery continued to be a priority in 2017.

Improvement processes in 2017 focussed on establishing a high level of commitment to professional development toenhance teaching and learning through consistency of curriculum delivery and systematic development of students’knowledge via individualised learning. This involved developing a school framework and executive structure to effectivelyimplement teacher support and development processes, incorporating an instructional leader model and mentoringsupport. The school’s performance and development processes ensured teachers committed to the attainment ofprofessional standards and to meeting curriculum requirements, with all teachers encouraged to be actively involved inprofessional learning identified as being of significant importance to build teacher capacity and improve studentoutcomes.

Teachers were required to regularly collect and review assessment data in accordance with a school devisedassessment schedule, with the intention of better understanding the learning needs of their students, and of using thedata and other student and supervisor feedback to evaluate the effectiveness of their teaching programs and practice.Teachers increasingly incorporated data analysis in their planning for learning, with additional assessment instrumentsused to monitor students’ progress and identify skill gaps for improvement. The school’s executive team regularly useddata to inform planning and decision making, participating in sessions with schools across its local network to evaluatecurrent improvement strategies and share examples of best practice.


Teachers met regularly as a whole school and in stage groups to review assessment data and teaching programs andpractice, with scheduled collaboration sessions, led by stage leaders, providing time to moderate assessment tasks andconstructively evaluate and improve teaching and learning. This collaboration provided opportunity for staff identified withexpertise to mentor and coach teachers in planning, programming and teaching practices. The professional learning andsupport for all teachers, including beginning and early career teachers, targeted school priorities and individual teacherneeds.

In the domain of Leading, the school has continued to build understanding and commitment to a shared vision ofeducation of our school community. Establishing executive and stage teams has been instrumental in building leadershipcapacity across the school. Teachers have taken on leadership roles in areas of curriculum and teacher development,acted as trainers and mentors and participated in self–assessment processes. A team approach to continualimprovement is evident and is assisting the school to conduct rigorous evaluation and planning to inform and validate ourjourney towards excellence.

The high level of engagement in school–related activities has served to build strong connection between the school andits school community. Information sessions and school communication has sought to develop positive attitudes toeducation and allow members of the school community to be informed about and involved in their children’s learning.Continuing to develop links with parents and the broader community to further enhance education provision and schooloperations is seen as a continuing priority for the next planning cycle.

The school has actively sought the input of students, teachers and the broader school community to develop the visionand direction for the school. An active Parent Focus group and P&C have engaged in a wide range of school evaluationactivities and made valuable contributions to school planning. This has helped align the School Plan with local andsystem priorities, and establish clear milestones and timelines for the implementation of the school’s improvementprocesses.

Staff have been assigned purposeful leadership roles based on professional expertise and the ability to facilitate theachievement of school’s priorities. Improvement processes have sought to improve the school’s leadership capacity,directly promoting distributed leadership and organisational best practice. Strategic financial management hasmaximised staffing and resources available to implement the School Plan. The school is well maintained and the schoolfacility is used creatively to deliver a broad range of learning opportunities to meet the interest and needs of its students.The school’s Kitchen and Garden program is one example of this that is highly valued by the students and broaderschool community.

The school leadership team has been instrumental in clearly communicating the school’s priorities and expectations foraccountability and improvement. Much attention has been given to creating systems, structures and processes thatpromote quality teaching and learning and efficient school management and administration. Staff have participated intraining to ensure they work in line with department policies and guidelines and legislative requirements. The school hasbeen flexible in meeting the needs of its school community, developing a number of administrative and communicationpractices and financial supports to strengthen parental engagement and student participation in all learning opportunitiesand school–related activities.

Our self–assessment process will assist the school to refine our School Plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Student Engagement

Purpose

To engage every student in purposeful, focused and contextual integrated learning that provides opportunities for them toactualise their potential as learners and leaders, and develop as healthy, responsible, informed and productive citizens.

Overall summary of progress

Teachers actively engaged in school–based and network professional learning about evidence–based practices,including use of data to inform teaching practice, effective collaboration, and the design and implementation ofindividualised learning support and targeted interventions. Teachers worked in Stage teams to design and moderateassessment tasks for literacy–based learning, supporting the development of consistent teacher expectations andjudgements. Assessment data directed teaching programs and practices, with strong focus on moving students toproficiency and maintaining proficiency as students progress through the stages of learning.

The school prioritised the development of processes for the rigorous identification and monitoring of student progress soas to prioritise and plan appropriate learning support and interventions. Teachers were supported and mentored todevelop differentiated teaching and learning, and to implement individual learning plans for identified students. A shift inprogramming and teaching practice was observed, with programs more responsive to identified learning needs ofindividual students or groups of students through the use of targeted interventions and adjustments at 'point of need'.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All students show growth onlearning continuums.

Support Teachers &Executive Release fromStaffing Entitlement of FTE0.8

All students K–6 plotted on literacy continuum.

Class teachers used literacy continuum to informteaching and learning.

75% of students achieved proficiency in Reading onliteracy continuum by the end of 2017.

Students showed growth against personal goals ofindividual support programs.

Evidence–based teaching practices promotedgrowth for each student.

Tailored learning programs withappropriate adjustments meetingthe individual needs of eachstudent.

Learning and SupportTeacher additionaldays: Reading Recoverystaffing allocation of FTE0.3.

Support teachers andadditional release forcollaboration: • Equity Low SES Staffingallocation of FTE 0.2 • Location & Isolation funds$36,500 • Literacy & Numeracyfunds $4,700 • Socio–economicbackground $31,423 • Low level adjustment fordisability $8,608 • Aboriginal background

Moderation of devised assessments facilitateddifferentiated teaching and learning, tracking onliteracy continuum, and reporting.

Stage collaboration activities, led by executiveteachers acting as instructional leaders, improvedteachers' planning and delivery of targetedinterventions.

Teachers' programs showed evidence of consistentuse of a variety of assessment data to informteaching and learning, and the triangulation ofseveral data sources including ACER PAT whenplanning for English and literacy–based learning.

Teachers' programs showed evidence of plannedlearning intentions and success criteria,specifically in the teaching of Reading and Writing,making explicit the expectations for learning andguiding personalised goal setting.






Tailored learning programs withappropriate adjustments meetingthe individual needs of eachstudent.

loading $630.64Student Learning SupportOfficer: • Funding Integration$57,750 • School funds: $15,000

Assessment Tools &Licences • School funds $2,400

Personalised learning plans in place and reviewedfor all students who required such support, asidentified by Learning & Support Team.

Evidence shows that additional assessmentconducted at 'point of need' has enhanced planningof explicit teaching and learning.

Attendance at school prioritisedby school community and ratesare at or above regionalaverages.

Attendance monitoring procedures were reviewedand updated.

Overall attendance rates showed an improvementin attendance of students in Years 1, 2, 4 and 6.

Attendance issues were managed according toindividual circumstances and in line with school andDepartment policy, improving the knowledge of theimpact of absences on student learning.

Student Wellbeing and Disciplinepolicy and practices promotepositive behaviour for learning,reflecting core values and focuson learning.

Wellbeing and Engagementprograms • National Chaplaincy inSchools $20,000 (Chaplainfor 12 hours per week) • P&C Funding for PDHProgram: $2,300Positive Behaviour forLearning: • Professional Learningfunds $2,000 • School funds $2,000(rewards, signage andcertificates)

Positive Behaviour for Learning systems andprograms have been valued by students, teachersand school families, with evidence that explicitteaching for expected behaviours and associatedmonitoring and reward systems have positivelyimpacted on student behaviour and enhanced thelearning environment.

Students demonstrated high level of understandingof core values and systems of Positive Behaviourfor Learning.

Behaviour data indicated drop in low levelbehaviour and improved harmony across thelearning environment.

Feedback from the school community indicatedsignificant appreciation and support for the school'sstudent wellbeing programs, including theChaplaincy program, Positive Behaviour forLearning systems and processes, and personaldevelopment and leadership programs.

Tell Them From Me survey indicated that thepercentage of students identifying as havingpositive behaviours at school increased from 77%to 84%, and percentage indicating that they hadpositive relationships at school also increased.

Next Steps

• Conduct a further school–designed audit on student engagement and happiness in learning. • Engage in program of professional learning to develop consistent teaching and learning protocols, and teachers'

skills in explicit instruction including learning intentions, success criteria, explicit teacher input and effectivefeedback.

• Review and enhance identification and monitoring processes to ensure appropriate, prioritised levels of learningsupport to promote progress and growth for all students in literacy and numeracy.

• Provide ongoing mentoring and coaching to enable teachers to engage in the review of teaching and learning


programs and curriculum, and build capacity in evidence–based teaching practices including integrated andintensive tiered interventions in literacy and numeracy.

• Make learning progression visible to students and build capacity of teachers and students to provide effectivefeedback that promotes improvement in learning outcomes.

• Consolidate Positive Behaviour for Learning (PBL) systems, including the composition and roles of theschool's PBL team, teachers' ability to use behaviour data to inform school planning, training in classroommanagement especially for managing students with more challenging behaviours, and the development of anAction Plan for 2018 to improve the processes, based on behaviour data and feedback from students, teachersand parents.

• Conduct Information sessions related to each stage of learning to inform and educate parents and carers abouthow learning programs address and build students' understandings and skills in aspects of literacy and numeracy.

• Engage parents more actively in student learning, and develop their understanding of ways to assist with learningat home and at school.

• Conduct a self–assessment of the school's wellbeing and welfare policies and processes, and utilise results toinform future school planning and update current policies, practices and programs.



Quality Teaching

Purpose

To build capacity of teachers and staff to enable success for every student through focussed professional reflection anddevelopment that creates a culture in which every staff member is engaged in ongoing, relevant, evidence–basedlearning and practice at an individual and collective level.


All teachers engaged in regular professional reflection and collaborative practice to develop deeper insights into theeffectiveness of their own teaching practice and programs, as part of the school's commitment to building the capacity ofevery teacher to facilitate learning success for every student. Teachers participated thoughtfully in the ProfessionalDevelopment cycle, undertaking targeted professional learning to achieve continual professional growth and furtherenhance their capacity to address the improvement processes of the School Plan.

Teachers adopted evidence–based teaching practices that incorporated regular monitoring of student progress, and theresponsive programming of targeted interventions. Teachers utilised the school designed systems and processes totrack students' progress on the literacy continuum and against syllabus outcomes, and inform future teaching andlearning. The individualised nature of teaching and learning, and the increased responsiveness of planning andprogramming to individual student needs was a significant shift in practice for all teachers.

Purposeful leadership roles were created and implemented based on professional expertise of the school's teachingstaff, enabling the provision of mentoring support and targeted professional learning assisting teachers to developeffective pedagogy and curriculum knowledge. An instructional leadership model was adopted to promoteevidence–based professional practice, a structure appreciated and valued by all teachers.





Teachers show growth againstthe National ProfessionalStandards for Teachers.

Additional Teacherengaged to facilitateTeacher ProfessionalDevelopment and Supportprocesses (AP/StageInstructional leaderRelease). • Quality Teaching,Successful Students: FTE0.1 for Semester 1 and FTE0.255 for Semester 2 • Professional Learning:$4,500

Teachers actively engaged with ProfessionalDevelopment processes utilising school supportsystems.

Peer Observations schedule was completed by allteachers, providing them with effective feedbackfacilitating growth in professional practice.

Rigorous, evidence–baseteaching that reflects the QualityTeaching Framework ispromoting individual studentgrowth, with direct teachingpedagogy addressing individualneeds.

Release for regularcollaboration and teacherdevelopment activities: • Additional ProfessionalLearning allocation(incentive schoolallocation): 35 days • Location and Isolation:$10,000

Teachers contributed to the design of theschool's revised assessment strategy,providing concise descriptions of the assessmentschedule and the assessment tools and strategiesto use.

Teachers collated and reviewed assessment dataevery five weeks, tracking students on the literacycontinuum and other school–based systems.

Evidence shows that collaborative moderation ofassessment tasks is building teachers' capacity forconsistent assessment expectations, and forprogramming differentiated teaching and learningthat includes targeted, tiered interventionsaddressing individual needs.






Rigorous, evidence–baseteaching that reflects the QualityTeaching Framework ispromoting individual studentgrowth, with direct teachingpedagogy addressing individualneeds.

'What Works Best' Reflection showed evidence ofimproved evidence–based teaching practices, withall teachers using data to inform practice in literacyand to a lesser extent in numeracy, with effectivecollaboration supporting teacher development andthe planning and delivery of differentiated teachingand learning that addresses individual studentneeds.

Planned learning intentions and success criteria inaspects of literacy were evident in classroomprograms and on display classrooms, reflectingresponsive programming and targeted learning.

Reporting processes adjusted for Semester 1 toinclude parent–teacher–student conferencesthat communicated student achievement, anddiscussed personal learning goals and progressionpathways.

Instructional leadership roles andresponsibilities are clearly definedand assigned to meet the needsof individual teachers andaddress school focus areas.

• Beginning TeacherSupport: $6,737.50 • Location: $10,000 • Professional Learning:$7,825

Executive structure was created, includingPrincipal, Learning & Support teacher, Stage 2 andStage 3 lead teachers.

Executive team members were released to provideopportunities for whole school planning,the provision of regular professional learning 'atpoint of need' and mentoring to build teachers'capacity for consistent curriculum delivery andquality, differentiated teaching.

Stage lead teachers conducted stage–appropriatedevelopment and support sessions for teachers intheir Stage team each fortnight.

Learning and Support Teacher provided trainingand mentoring support to teachers in each stage,specifically targeting learning support processesand the planning and implementation of intensiveinterventions.

Next Steps

• Further training and workshopping about school's Professional Development processes for all staff, including goalsetting and evidence collection.

• Collaboratively identify and embed consistent teaching and learning protocols across all stages of learning. • Conduct a program of professional learning that incorporates action learning about explicit instruction and

evidence–based teaching practices. • Implement distributed instructional leadership and a program of professional collaboration to address the school's

improvement processes. • Establish schedule of additional teacher release to enable collegial action learning incorporating effective

observation of teacher practice and provision of feedback linked to a continuum of professional growth on specificaspects of teacher practice.



Quality Relationships

Purpose

To develop empowered organisational systems and practices that build strong, positive relationships as an educationalcommunity to sustain a respectful, inclusive, positive and dynamic learning environment where students thrive and showgrowth in their learning.


The school's P&C, Parent Focus group and broader school community contributed strongly to the school's selfassessment and planning processes. A Student Focus group was also trailed, a move warmly welcomed by the studentbody. The school actively sought the views of its school community and received valuable input from a high proportion ofschool families. This served to build strong consultative processes that informed school planning, and helped to create acohesive school community working to sustain a respectful, inclusive and productive learning culture, with school familiesactively supporting school–based events and initiatives.

All staff showed commitment to the Positive Behaviour for Learning systems and processes that were seen by the schoolcommunity as vital to developing a respectful and inclusive learning environment. Teaching programs and the school'sstudent welfare systems focussed on students being self–aware in learning and in relationships, able to self–monitor andself–umpire in order to build positive and productive relationships with others in the learning environment.

Transition programs were enhanced through productive consultation with school families and collaboration betweenpartner and feeder schools. Student and parent feedback indicated a high level of satisfaction with the transitionprograms and the links between the school and its feeder preschool and associated high school, and that students feltconfident to move into different leaning settings.





Positive school/homerelationships in place, based onmutual respect and jointcommitment to improving studentlearning in a respectful, inclusiveenvironment.

Transition planning andteacher release: • Location $5,500Student welfare andwellbeing programs: • Personal Development/Health Program $2,300from school P&C funds • Teacher PreparationRelease for Informationsessions: $1,500 (fromschool funds) • Resources for ParentInformation Sessions:$1,000 (from school funds)

High level of satisfaction was expressed by schoolcommunity, Parent Focus group, teachers, andStudent Focus group for consultative practices.

Feedback from the different members of the schoolcommunity significantly informed school practicesand planning.

Parent Information sessions, well attended byapproximately 80% of families in each stage,received positive feedback.

High levels of satisfaction from all members of theschool community for the school's student welfareand wellbeing programs, and the school'scommitment to developing skills for life inmeaningful contexts through programs suchas public speaking, debating, Kitchen Garden.

An increased number of studentsdemonstrating core values andshowing positive behaviours foreffective learning.

Positive Behaviour forLearning (PBL) Training &resources: • $2,000 from ProfessionalLearning • $1,000 from schoolfunds

Evaluation indicated that the systems andprocesses of Positive Behaviour for Learning(PBL) had significantly improved the behaviour ofthe majority of students and the school's overallculture.

The PBL team established in 2017 improved schoolplanning and communication, andimproved evidence–based decision making.

Re–designed PBL Rewards system provided






An increased number of studentsdemonstrating core values andshowing positive behaviours foreffective learning.

students with clear and positive reinforcement ofpositive behaviour.

Students confidently and capablyconnect within and transitionacross Stages and differentsettings of learning now and inthe future.

Debating: $2,770 (teacher,travel and workshop costsfrom School funds)

Public Speaking: $1,100(teacher costs from schoolfunds)

Formal evaluation of past transition programsshaped the timetable and activities in 2017.

'Transition to school' program extended over twoterms to incorporate informal familiarisationactivities and visits for students and families, as wellas formal sessions to establish classroom andschool learning routines and expectations.

'Transition to High School' program positivelysupported students to transition, connecting primaryand secondary learning for students in Stage 3.

Next Steps

• Develop opportunities to engage with other local community services to develop skills of importance, e.g. withemergency services (Ambulance, Fire, Police) and other community volunteering groups (Landcare, aged care).

• Review and update formal Semester report format and processes to improve communication about studentprogress.

• Develop an effective parent–teacher–student conferencing format to improve the process of reporting to parentsand build productive home–school partnerships in learning.

• Develop strong consultative processes to inform school decision making, utilising Parent Focus group, StudentFocus group, communication with broader school community, and teacher feedback.

• Enhance Positive Behaviour for Learning systems to further promote core values of the school and the expectedbehaviours that will support effective learning and a sense of belonging for all students.

• Develop teaching and learning tactics that enable 'student voice' and promote effective learning habits and highlevels of engagement at school for all students.

• Continue to develop inter–school partnerships to equip students for transitions into new learning settings.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal Backgroundloading: $2,834

Evidence from program supervision, Learningand Support mentoring and meetings withparents indicated personalised learning plansand pathways were effectively designed andimplemented.

Personal goals were defined and addressed,and student progress tracked and plotted.

Low level adjustment for disability Low Level Adjustments forDisability: • Staffing entitlement FTE0.2 • Flexible funding $8,608

Individualised plans were in place to supportstudents with identified learning andbehaviour needs.

Feedback from parents and supervisorsindicated that the review and consultationprocesses supported effective design andimplementation of learning support plans.

Student progress was tracked againstpersonalised goals; all students achievedover 90% of personal learning goals.

Teaching practices were evaluated andadjusted to ensure continual student growthagainst personal learning goals.

Nationally Consistent Collection of Data onSchool Students with Disabilities successfullycompleted, with evidence validated by schoolprocesses.

Quality Teaching, SuccessfulStudents (QTSS)

Quality Teaching,Successful Students: • FTE 0.1 for Semester 1 • FTE 0.255 for Semester 2

Instructional leadership model was adopted todevelop evidence–based teaching practices.

Teachers were released for peer observationsand professional collaboration, involvingcritical reflection on teaching practice andlesson design.

Teachers showed increased preparednessand skill in use of data to inform practice andin the design and implementation of targetedintervention that facilitated studentdevelopment and progress.

Socio–economic background Socio Economicbackground • Staffing allocation of FTE0.2 • Flexible Funding:$31,423

Purposeful, tailored learning programs wereimplemented.

Student feedback indicated studentappreciation for the learning opportunitiesprovided, and the context and setting ofsupport and extension learning.

Students showed positive engagement withthe tailored programs, and achieved expectedprogress against program assessmentexpectations.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 78 78 82 81

Girls 69 57 65 66

Student attendance profile

School

Year 2014 2015 2016 2017

K 94.4 90.9 95.5 91.9

1 93.3 95.7 91.1 96.8

2 93.5 91.6 92.6 91.6

3 95.1 92.7 95.1 94.2

4 94.5 93.1 92.4 96.3

5 95.2 92.3 94.1 93.1

6 93.7 95.5 92.4 95.3

All Years 94.2 93.2 93.2 94

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

School information and induction programs clearlyinform parents and caregivers of the expectations forattendance at school, as set out in NSW Department ofEducation and school policies.

School programs and practices encourage regularstudent attendance and parent awareness of issuesrelated to non–attendance. Information is provided toparents about the benefits of regular attendance, andthe effects of irregular attendance and extended leaveon student learning.

The school employs procedures for monitoring andrecording attendance in line with NSW Department of

Education policy, and works closely with families tomanage planned and unforeseen absences and toaddress any truancy concerns.

Attendance is monitored regularly by class teachers,the Principal and the Home School Liaison Officer(HSLO). School processes ensure unexplainedabsences and partial absences are promptly followedup through direct contact and written reminders, thatplanned leave is effectively managed in consultationwith the school principal, and parents are involved inpromoting regular school attendance.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 1

Head Teacher(s) 0

Classroom Teacher(s) 5.86

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.98

Other Positions 0

*Full Time Equivalent

Barham Public School staff are dedicated andcommitted, willingly giving extra time to provideopportunities for students to undertake a wide variety ofextra educational and social opportunities.

Three student learning support officers and fourpart–time support teachers financed through schoolfunds are not included in the Workforce Compositiontable above.

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce. No staff employed at Barham Public Schoolin 2017 identified as being indigenous.


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 25

Professional learning and teacher accreditation

The school's professional learning plan reflected theneeds and directions outlined in the school's2015–2017 School Plan. The major learningexperiences undertaken are listed below. • Use of Assessment Data to inform teaching

practice: analysis of NAPLAN and otherstandardised and class assessment data,including ACER PAT, to inform teaching andlearning and whole school planning

• Assessment for Learning: designing andimplementing assessment to inform planning andprogramming of teaching and learning to improveoutcomes of all students

• Positive Behaviour for Learning (PBL): programtraining for team leaders and coach,and in–school training for all school staff

• Differentiated Teaching and Learning:programming for personalised learning, anddesign and implementation of targetedinterventions

• Behaviour Management: training in whole–schoolsystems that promote positive behaviour forlearning, and the preparations of associatedbehaviour support planning

• 'Evaluation Essentials': strategic evaluation andsystematic planning to improve educationalleadership

• Learning Management and Business Reform:training in new systems of student and schooloperations and financial management

• Digital technology: robotics in the class curriculum • Emergency Care and CPR training • School Panning and Reporting: training in

consultative decision making, evaluative planning,and relevant software

• Supporting students with Autism and otherdisabilities

The school had six casual, temporary or permanentteachers working towards or maintaining accreditationat the Proficient stages of the Australian ProfessionalStandards for Teachers.

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

Receipts $

Balance brought forward 182,911

Global funds 130,787

Tied funds 98,001

School & community sources 51,733

Interest 2,112

Trust receipts 29,662

Canteen 0

Total Receipts 312,295

Payments

Teaching & learning

Key Learning Areas 71,912

Excursions 6,509

Extracurricular dissections 10,170

Library 1,533

Training & Development 731

Tied Funds Payments 73,217

Short Term Relief 13,873

Administration & Office 30,851

Canteen Payments 0

Utilities 14,934

Maintenance 4,821

Trust Payments 45,015

Capital Programs 0

Total Payments 273,563

Balance carried forward 221,642

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

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 0

Revenue 441,883

Appropriation 388,078

Sale of Goods and Services 206

Grants and Contributions 53,230

Gain and Loss 0

Other Revenue 0

Investment Income 370

Expenses -194,987

Recurrent Expenses -181,355

Employee Related -78,982

Operating Expenses -102,372

Capital Expenses -13,632

Employee Related 0

Operating Expenses -13,632

SURPLUS / DEFICIT FOR THEYEAR

246,897

Balance Carried Forward 246,897

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

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

2017 Actual ($)

Base Total 1,239,502

Base Per Capita 22,465

Base Location 60,225

Other Base 1,156,812

Equity Total 84,727

Equity Aboriginal 2,834

Equity Socio economic 51,738

Equity Language 1,233

Equity Disability 28,923

Targeted Total 66,370

Other Total 43,101

Grand Total 1,433,700

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

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.

Band 1 2 3 4 5 6

Percentage of students 8.0 4.0 4.0 16.0 44.0 24.0

School avg 2015-2017 3.9 6.7 11.7 19.0 24.2 34.5

Band 1 2 3 4 5 6


School avg 2015-2017 1.3 5.9 12.0 25.4 23.7 31.7


Band 1 2 3 4 5 6


School avg 2015-2017 2.7 9.6 10.9 28.3 26.3 22.2

Band 1 2 3 4 5 6


School avg 2015-2017 1.3 3.4 10.3 33.7 41.6 9.7

Band 3 4 5 6 7 8


School avg 2015-2017 3.2 15.9 17.8 41.8 11.2 10.1


Band 3 4 5 6 7 8


School avg 2015-2017 4.3 12.3 23.9 32.7 18.1 8.6

Band 3 4 5 6 7 8


School avg 2015-2017 2.5 9.4 30.6 32.6 19.9 5.1

Band 3 4 5 6 7 8


School avg 2015-2017 1.5 15.9 46.8 28.2 3.6 4.0


Band 1 2 3 4 5 6


School avg 2015-2017 4.0 2.6 17.2 35.3 20.2 20.7

Band 3 4 5 6 7 8


School avg 2015-2017 3.2 16.7 21.7 32.6 21.8 4.0

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

In accordance with the Premier's Priorities: Improvingeducation results, Barham Public School has anaverage percentage of students in the top two bands in2017 as follows:

NAPLAN 3 Numeracy – 56%

NAPLAN 5 Numeracy – 29.03%

NAPLAN 3 Reading – 52%

NAPLAN 5 Reading – 38.71%

The total average percentage of students achieving inthe top two bands for Reading and Numeracyincreased from 34.63% in 2016 to 42.86% in 2017.

Parent/caregiver, student, teachersatisfaction

In 2017, the school sought the opinion of parents,students and teachers about the school. Theirresponses are summarised below.

Students in Years 4, 5 and 6 completed two Tell ThemFrom Me surveys and students participated inconferences and focus group activities in 2017 togauge student engagement.

Student responses to these surveys and conferencesindicated that: • having a sense of belonging was important for

learning success • learning programs that build on life experiences

and present challenges increase students'motivation to engage in learning and applythemselves effectively to learning

• positive student–teacher relationships helpedstudents to feel valued and to engage effectivelyin learning

• quality instruction and access to learningsupport were important factors in determining thelevel of student engagement

• knowing the purpose of learning, what to do andhow to improve made students more confident inlearning

• setting clear expectations for learning andbehaviour allowed students to monitor themselvesin the learning environment and work to create aneffective learning space

• having a positive and respectful learningenvironment was important to all students so thatthey could engage happily and effectively inlearning.

Parents and caregivers responses to surveys andconferences indicated that: • parents valued the many and varied opportunities

to be at school, and being involved in schoolevents

• the school providing school families withopportunities to voice their ideas and opinionswas valued and important to them

• the school's communication about schoolevents using a variety of means was effective

• the school's information sessions and willingnessfor parents to assist at school helped buildpositive relationships with teachers and valuableconnections to student learning

• having strong anti–bullying processes is importantto them, and programs that taught tolerance,respect and that promote friendships andresilience were valued

• parents and caregivers found the school'sreporting processes informative, and valuedregular opportunities to discuss their child'sprogress in learning

• parents and caregivers valued formal andinformal opportunities to meet with their child'steachers

• having teachers communicate promptly aboutwhether or not their child is making expected


progress in learning is valued • knowing about their child's social and emotional

growth is important, and the school's focus onpersonal development and building students'social capacity is valued

• the school's focus on teaching positive behavioursthat help every child to be accepted andeffectively engaged in learning is welcomed andvalued.

Teachers' responses to surveys and conferencesindicated that: • developing evidence–based teaching practices

had enhanced their ability to support everystudent in learning

• mentoring support and targeted professionallearning was important for them to effectivelyimplement improvement processes

• having a voice in school planning and curriculumdevelopment is important to them

• instructional leadership had been an importantand supportive factor in their development asteachers

• opportunities to collaborate with and learn fromtheir colleagues was appreciated

• setting personal professional learning goals gavefocus to their development as teachers

• having clear understanding of the school's visionand direction, and of the purpose ofplanned improvement processes and how thisimpacts on them as teachers, is important to them

• having leaders effectively manage the demandsand processes of change was essential

• being informed of school priorities, operation andadministration helped them understand wholeschool focuses and direction

• having assistance to develop personalisedlearning support plans for students was importantto them

• learning support processes were of value tothem as they worked to cater for the needs ofevery student

• reviewing systems to better enable identificationof students requiring targeted interventions andadjustments was important to future success

• teachers felt they understood clearly what wasexpected of them to do well in their role

• teachers appreciated the school's focus oncontinual improvement

• teachers felt that the change process wasmanageable with clear guidance, information anda team approach

• teachers valued opportunities to buildpartnerships in learning with parents andcaregivers, and saw this as a focus for 2018.

Policy requirements

Aboriginal education

The school encourages students to recognise andrespect cultural identity and diversity. Focused learningin English, History and Geography and Creative Artshighlighted Aboriginal history and culture, andencouraged students to value and respect the traditions

and contributions to Australian society of Aboriginalpeople.

Barham Public School received funding for studentsfrom Aboriginal backgrounds in 2017. The school planfocussed on providing tailored learning programsdevised in consultation with parents and caregivers,incorporating appropriate adjustments to meetindividual learning needs. Teachers were provided withmentoring and additional planning time to ensure thesepersonalised plans and pathways for future successwere in place, and learning support processes ensuredregular review in consultation with teachers, andstudents and their families.

All Aboriginal students were monitored using syllabusoutcomes and the literacy and numeracy continuums,and achieved learning growth against their personallearning goals. Social and emotional wellbeing was alsoclosely monitored to ensure Aboriginal studentsparticipated confidently in learning and in schoolactivities. Further support will continue for Aboriginalstudents in 2018 with targeted intervention andwellbeing programs being delivered as part of classprograms, and by learning support officers and supportteachers where needed.

Multicultural and anti-racism education

The school’s learning programs foster students’understandings of culture, cultural diversity, racism andactive citizenship within a democratic, multiculturalsociety. Teachers participated in professional learningand included strategies for embedding multicultural andanti–racism education into their teaching and learningprograms.

Teaching and learning programs incorporated learningabout different cultures and global connections, withcommunity members and visiting experts engaged toenhance students’ learning. The school’s core values ofrespect, responsibility and initiative apply to allinteractions at school, and foster an inclusive andrespectful learning environment.

A teaching staff member has been trained in theanti–racism procedures. This staff member is availableat all times to assist with issues that may arise, andprovide training and development for others.


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