2020 Annual Report - Store & Retrieve Data Anywhere

2020 Annual Report

Norfolk Island Central School

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Printed on: 24 March, 2021 of 21 Norfolk Island Central School 1327 (2020)

Introduction

The Annual Report for 2020 is provided to the community of Norfolk Island Central 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.

School contact details

Norfolk Island Central SchoolCascade & Collins Head RdsNorfolk Island, 2899www.norfolkisl-c.schools.nsw.edu.aunorfolkisl-c.school@det.nsw.edu.au0011 6723 23000


School vision

Vision: Achieving excellence, building futures.

Mission: Norfolk Island Central School enables successful futures for our students, conscious of our unique culture andenvironment, by applying ourselves with commitment and integrity.

Values: • Respect • Responsibility • Honesty • Resilience

Motto: Play the Game

School context

Norfolk Island Central School is located on Norfolk Island, approximately 1400 km east of Byron Bay in the South PacificOcean. The Australian Government funds the NSW Department of Education to deliver high quality educational servicesfor students in Kindergarten through to Year 12 (280 students). Norfolk Island Central School operates within thepolicies, systems and structures of the Department of Education Public Schools, NSW. All members of the teaching staffare appointed through a NSW Department of Education merit selection process.

Our school motto is "Play the Game." As the only school on Norfolk Island we take great pride and responsibility indelivering quality educational and wellbeing outcomes for our students. The "Game" we play is underpinned by ourschool values to achieve personal best, placing strong emphasis on progressive education. Our school works in closepartnership with our community to provide a broad-ranging curriculum encompassing educational, sporting and culturalexperiences.

Our parents know the importance of education and provide a wonderful level of support for the school. The uniquenessof the Norfolk Island community, with its Polynesian and Bounty history, is reflected throughout the school. Traditionsare honoured and we promote the maintenance of Norfolk Island culture for future generations, including the teaching ofNorf'k Language and Culture K-7. Our school aims to be not just a member of, but also an exemplary example andparticipant in, our proud community.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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


https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability

https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability

Strategic Direction 1

Creative, Confident and Inspired Learners

Purpose

To develop creative and critical thinkers who are confident problem solvers, through supportive wellbeing structures, sostudents can connect, succeed and thrive as empowered learners.

Improvement Measures

• Move from 'Delivering' to 'Sustaining and Growing' in the SEF Learning Culture element from the Learning Domain.

• NICS averages exceed NSW Government Norms in TTFM Survey data in the area of Student Engagement.

• Move from 'Delivering' to 'Sustaining and Growing' in the SEF Assessment element from the Learning Domain.

• Raise the reported teacher average from 6.7 to 7.5 (or higher) on the TTFM survey related to the Four dimensions ofClassroom and School Practices domain.

• At least 35% of students achieve in the top two bands for NAPLAN reading, writing and numeracy for Years 3, 5, 7and 9.

• Over 70% of HSC Courses achieve an average that exceeds the school's four year HSC average for the samecourse.

Progress towards achieving improvement measures

Process 1: Connected systems in student wellbeing:

Implement a whole school integrated approach to student well-being where students can connect,succeed and thrive at each stage of their learning. Brett Carr

Evaluation Funds Expended(Resources)

•Holistic and progressive systems in pastoral care, transition and NorfolkIsland Cultural programs build student capacities across the K-12 continuum,underpinned by school values.•A framework exists to recognise student achievement and address studentdiscipline, underpinned by school values

No funds expenditure has been linkedthis area

Process 2: Empowered learning through reflective practices:

Draw on research to develop and implement future focused learning practices.


Agile Learning was not directly continued as the lead learner left. Mindsetdata from a staff survey has indicated a shift in practice in relation to teachermindsets. This is positive data to build on. The focus for the second half of2020 was to collect feedback and data to inform the Situational Analysis andprovide direction for the new plan.

No funds expenditure has been linkedthis area

Process 3: Personalised learning:

Implement whole school systems to support successful student profiling to enhance student well-beingand learning.


Attendance review has been a major component of our Situational Analysis.It has identified the need for stronger processes around following upattendance concern which will be addressed in the new Strategic

Sentral PxP



improvement Plan.



Building Collegial Learning and Leading

Purpose

Staff implement and share evidence-based teaching practices to collaboratively strengthen capacity, leadership andprofessional standards as active learners.


Achieved expected growth averages in literacy and numeracy shift from 63% (2015-2017 average) to over 70% as a2018-2020 average in NAPLAN.

HSC results for Bands 1-3 and Bands 4-6 shift from a 45:55 ratio (2015-2017 average) to a 35:65 ratio as a 2018-2020average.

The school's value-add trend is positive.

The school demonstrates progress towards excellence across the 8 elements in the Teaching and Leading Domains inthe SEF, as identified through internal and external measures.

Raise the reported teacher average from 4.3 to 7.1 (or higher) on the TTFM survey related to Leadership.

Raise the reported teacher average from 6.8 to 7.8 (or higher) on the TTFM survey related to Collaboration.


Process 1: Collaborative capacity building:

Build on existing classroom observation models to enhance collaborative practices and strengthenquality teaching practices.


Due to COVISD-19 disruptions the focus for embedding walkthroughs andobservations beyond the PDP process did not make the progress we hadhoped. This has been identified as a process that will need to be addressedin the new school planning cycle to ensure we focus on building capacity ofall staff. it had more success in K-6.

QTSS money to support AP's to be offclass

Funding Sources: • Quality Teaching, SuccessfulStudents (QTSS) ($44000.00)

Process 2: Evidence-based progressive teaching:

Teachers regularly and comprehensively collect and analyse a broad range of data to inform purposefulteaching practices.


Through a thorough analysis of the schools existing data sources it has beenidentified that there no assessments that are used consistently across theschool. The school is looking to purchase PAT testing for 2021 to ensurethere is a consistent assessment used K-10 that can be used to track andmonitor student growth.

No major expenditure in 2020

Process 3: Building professional capital:

Strengthened school processes and practices through research, distributed leadership and targetedprofessional learning.


Surveys and External Validation identified that building collaborative practice No major expenditure in this are forPrinted on: 24 March, 2021 of 21 Norfolk Island Central School 1327 (2020)


and consistency with staff were the areas that could make the mostdifference moving forward. Further details of this analysis can be found in theSituational Analysis. This will be based on working collaboratively onassessment, explicit teaching and programming practices.

2020.



Connected Community, Local and Abroad

Purpose

Strengthen our collective responsibility to deliver high quality learning environments and opportunities that successfullyprepare students for their future, whilst valuing, respecting and preserving the history, heritage and culture of NorfolkIsland.


Raise the reported parent average from 6.0 to 7.1 (or higher) on the TTFM survey related to the 7 key areas measuredin the 'Partners in Learning Parent Survey Report'.

Use the Net Promoter Score process to move to 'Sustaining and Growing' in the Community Engagement andCommunity Satisfaction elements from the Leading Domain.

Increased % of students undertaking structured post-school education via university and/or TAFE.

Increased numbers of students completing a Cert II qualification in VET.

Increased community engagement with social media platforms measured by the access and use of;

School Website, Facebook, Skoolbag and Parent Portal.

Use the Net Promoter Score process ensure staff induction and Norfolk Island cultural competency training is valued.


Process 1: Enhanced learning through community partnerships:

Staff work proactively and collaboratively with our culturally unique parent body and community groupsto maximise and maintain connections, to develop and sustain inclusive programs that enhance studentlearning.


100% of students in Yr 12 wanting to study at a University in Australiareceived an Early Entry Placement.

Two students wishing to study in New Zealand have made application andare waiting on HSC results to find out if they have been successful.

Both students have been successfully enrolled in university in New Zealand.

Careers Advisor, DP and Principaltime to interview parents and studentsacross the year in order to determinethe best course and University tomake application to. On lineapplications.

Process 2: Norfolk Island advocacy:

Staff work proactively and collaboratively with key community figures to learn, nurture and promoteNorfolk Island history and culture.


The ongoing work with Norfolk island Advocacy has been in the areas of Yr 7LOTE and Year 9 Immersion camp. In 2021 the school will employ anImmersion Teacher to run language programs in K-6 and an SLSO. This willbe allocated through Commonwealth Funding.

No funds expenditure has been linkedthis area. this is a CommonwealthFunded area.

Process 3: Enhanced outcomes through partnerships abroad:

Establish connections with high-performing mainland schools and strengthen links with universities,whilst building on existing post-school partnerships for students.




Unfortunately the COVID-19 epidemic has limited any plans to workcollaboratively with schools on the mainland or any other activities we hadplanned to do. The enhance relationships has been detail in the schoolsSituational Analysis and will be redirected into the new StrategicImprovement Plan.

Nu founding expenditure for 2020.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability 0.6 for LaST allocation

Funding Sources: • Low level adjustment fordisability ($30 680.00)

The employment of an additional 0.6 of aLaST has assisted in targeting support K-2, 3-6 and 7-10. The result has been a morestreamlined support program for students andwill continue on 2021.

Quality Teaching, SuccessfulStudents (QTSS)

Allocation to staffing to fundAP's off class

Funding Sources: • Quality Teaching,Successful Students(QTSS) ($44 000.00)

The QTSS money for 2020 was combinedwith other Commonwealth funds to releaseAP's off class to work collaboratively withstaff. The model was successful but thedecision is to limit the days AP's are off classin 2021 and only allocated 2 days per week.

Socio-economic background Additional Staff member

Funding Sources: • Socio-economicbackground ($27 939.00)

This money was used to employ an additionalstaff member one day per week to support atargeted intervention program with students inliteracy and numeracy. This program wassuccessful and we look to continue this role in2021.


Student information

Student enrolment profile

Enrolments

Students 2017 2018 2019 2020

Boys 138 146 149 144

Girls 131 140 132 135


Student attendance profile

School

Year 2017 2018 2019 2020

K 94.4 91.8 93.2 92.4

1 93.8 93.7 95.4 91.2

2 94 93.1 94.8 94.8

3 94.1 93.9 94.6 94.3

4 93.9 94.2 94 95.5

5 93.8 93.3 92.8 94.6

6 93.3 92.3 92.3 93.2

7 92.7 93.4 94.4 90.1

8 90.5 90.4 92.5 95

9 89.1 90.3 92.5 92.5

10 87.3 91.7 89.1 89.2

11 88.2 94.2 91.5 88.3

12 90.1 92 88.1 95.5

All Years 92.6 92.8 92.8

State DoE

Year 2017 2018 2019 2020

K 93.2 93.8 93.1 92.4

1 91.7 93.4 92.7 91.7

2 94 93.5 93 92

3 93.3 93.6 93 92.1

4 92 93.4 92.9 92

5 92.8 93.2 92.8 92

6 92 92.5 92.1 91.8

7 91.6 91.8 91.2 92.1

8 93.5 89.3 88.6 90.1

9 91.6 87.7 87.2 89

10 94.5 86.1 85.5 87.7

11 91.1 86.6 86.6 88.2

12 90.8 89 88.6 90.4

All Years 91.5 91 91.1

NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic.The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 Marchto 22 May. During this period, schools monitored engagement with learning to determine whether students were markedpresent. This changed the attendance measure. There was also some evidence of varied marking practices as schoolsadjusted to the learning from home period, with some schools recording higher attendance rates while others recordingmarkedly lower rates.

Management of non-attendance


Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non-attendance.

Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 0

Employment 13 5 14

TAFE entry 0 0 29

University Entry 0 0 57

Other 0 0 0

Unknown 0 0 0

Year 12 students undertaking vocational or trade training

35.71% of Year 12 students at Norfolk Island Central School undertook vocational education and training in 2020.

Year 12 students attaining HSC or equivalent vocational education qualification

100% of all Year 12 students at Norfolk Island Central School expected to complete Year 12 in 2020 received a HigherSchool Certificate or equivalent vocational education and training qualification.


https://education.nsw.gov.au/policy-library/policies/school-attendance-policy?refid=285839

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 2

Head Teacher(s) 3

Classroom Teacher(s) 11.15

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.77

School Counsellor 1

Other Positions 0.4

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturallysafe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres StraitIslander People.

Workforce ATSI

Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 6.30%

Teachers 3.30% 2.80%

Note 1 - The NSW Public Sector Aboriginal Employment Strategy 2014-17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 - Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-freeSchool Development Days and induction programs for staff new to our school and/or system. These days are used toimprove the capacity of teaching and non-teaching staff in line with school and Departmental priorities.

In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachersand support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2020 Actual ($)

Opening Balance 3,167,207

Revenue 4,024,517

Appropriation 3,904,099

Sale of Goods and Services 18,178

Grants and contributions 101,670

Investment income 571

Expenses -4,884,055

Employee related -4,226,929

Operating expenses -657,125

Surplus / deficit for the year -859,538

Closing Balance 2,307,669

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2020 Approved SBA ($)

Targeted Total 138,780

Equity Total 167,697

Equity - Aboriginal 684

Equity - Socio-economic 42,986

Equity - Language 5,840

Equity - Disability 118,187

Base Total 2,965,655

Base - Per Capita 67,389

Base - Location 173,221

Base - Other 2,725,045

Other Total 291,303

Grand Total 3,563,435

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data.

2020 NAPLAN

As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to theCOVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of studentsand continuity of education, such as online and remote learning.

The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuationof current NAPLAN governance arrangements through 2021.


http://myschool.edu.au/

School performance - HSC

The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.


Parent/caregiver, student, teacher satisfaction

in 2020 parents were surveyed after remote learning this has been the only feedback we sought outside of annualreview. This is because COVI-19 impacted most of our working 2020 and meant our main feedback was in regards toworking remotely.

In 2020 students participated in the Tell Them From Survey. Most of the results were consistent with Previous years withExpectations for Success at 82% and Advocacy at School at 62%. There was a decrease in Sense of Belonging to 47%but we feel the general feedback and isolation due to COVID-19 may have impacted this. This is a target area for 2021.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti-Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2020 Annual Report - Store & Retrieve Data Anywhere

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