Fassifern Public School Annual Report · Fassifern Public School Annual Report 2016 ... visited the...

Fassifern Public SchoolAnnual Report

2016

1904

Printed on: 10 April, 2017 of 15 Fassifern Public School 1904 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Fassifern P.S as an account of the school's operations andachievements 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.

Susan Gibson

Principal

School contact details

Fassifern Public School9 Miller RoadFassifern, 2283www.fassifern-p.schools.nsw.edu.aufassifern-p.School@det.nsw.edu.au4959 2708

Message from the Principal

2016 has been a very busy year. In sport, our students have participated in cricket, basketball, soccer and Swim Schoollearning and refining their skills. We have also participated in the Small Schools Athletics, Cross Country and SwimmingCarnivals with some great performances recorded by our students.

During term 1, our students visited the Life Education Van to learn how to make healthy life choices. Our senior studentsattended the GRIP Leadership Conference helping develop leadership skills. This has been an important experience withstudents becoming responsible as leaders in Peer Support also introduced this year.

Our students have been provided many opportunities including a visit to the Westpac Rescue Helicopter Base inBroadmeadow and a tour of Hunter Stadium. Year 5 & 6 students set off to Canberra in a combined excursion whichincluded 5 other local schools. Some of the sites attended were Parliament House, The War Memorial and Questacon.Our Year 3 & 4 students travelled to Morisset Camp joining students from neighbouring schools returning tired and full ofgreat stories. The Kindergarten, Year 1 & 2 children had a trip to Hunter Valley Zoo, gaining lots of information about theanimals that they saw.

This year also saw the introduction of Headstart, a new transition program for Lake Macquarie High school. Our year 5and 6 students attended the High school for 3 days a week, for 4 weeks commencing in term 4.

I am very proud of the fact that all our students, regardless of their talents, have been given many opportunities to bechallenged, achieve success and feel valued at Fassifern P.S. We as teachers continually recognise the excellentbehaviour, effort and progress of our students. The support and encouragement shown within the Fassifern P.Scommunity is invaluable and directly impacts on our students achievements. I thank all members of the community whohave willingly given up their time to help make our school a success.

We have an enthusiastic staff at Fassifern P.S who work hard to ensure the well being of all our students. Theircommitment to teaching and involvement in extra–curricular activities guarantees optimum learning opportunities and Ithank them all for their dedication and hard work.


Message from the school community

The Fassifern P&C have had another amazing year in 2016. Throughout the year the P&C have been busily workingaway raising funds to be donated back to school to help in the purchasing of resources for our students. Some of theresources purchased were laptops for the classrooms, PM readers and PBL signage for display around theschool. Some of the fundraisers we have held in 2016 were, the Easter raffle, the annual Mothers and Father's Daystalls, the Christmas raffle and two enormously successful voting day BBQs. Our meetings were held on Fridays at 9amin the school Library and we have encouraged all parents to join. The AGM saw our President, Jacqueline Lockettre–elected with a new Vice President Jessica Mckenna who also held the position of treasurer. Alena Harragon holds theposition of Secretary and we have had the on–going support of many more parents who were happy to help behind thescenes. We look forward to a successful and exciting 2017!

Jacqueline Lockett. P&C President


School background

School vision statement

At Fassifern Public School we believe all students can achieve academic and personal excellence – • All students will exhibit the qualities of successful learners, becoming literate,numerate, creative, resilient and

socially confident members of the community. • Staff set high expectations and provide stimulating and diverse educational programs in a supportive environment

that promotes collaboration and reflection. Our community work together to establish a learning environment that isinclusive, welcoming and reflective, which allows each child to reach their full potential.

This vision is closely aligned to the “Melbourne Declaration on Educational Goals for Young Australians” (December2008), Declaration, with a 2015 to 2021 lens.

Our mission is to provide ‘Quality Education in a Caring Environment’ and this principle guides our every day schoolendeavours, as we aim to provide an interesting, balanced, challenging and rewarding education that is cohesive,culturally diverse, and that values Australia’s Indigenous cultures.

School context

Fassifern Public School is a small school in west Lake Macquarie. We are a dynamic and caring educationalenvironment providing students with access to quality programs within a varied and balanced curriculum. Our school hasa population of 55 students, with 58% boys. We have three mainstream multi age classes, and various part–timespecialist support teachers, including an Instructional Leader and Interventionist under Early Action for Success (EAfS).Our current Family Occupation and Education Index (FOEI) is 128. Twelve percent of our students identify as Aboriginal.Our current initiatives include the areas of literacy, numeracy, and student wellbeing. Fassifern Public school has beenincluded in the EAfS initiative commencing Term 2 2014 and is a participant in “L3”, “Focus on Reading (FoR)” and“TEN” programs. The school has always had a strong community bond and this continues to grow. Each child in theschool is seen as an individual and the curriculum is planned accordingly to cater for each child's needs. Commitment tolearning is valued as is commitment to each other's success. Staff, parents and the community strive to provide apositive learning environment for all students, based on realising each child's individual potential for learning. Parentselect to enrol their children at Fassifern because of its small size and the school’s ability to deliver individualisedprograms that cater for specific needs and the strong emphasis on positive recognition of students. Due to significantprograms being introduced in 2014, our aim in the 2015–2017 plan is to embed and consolidate our improvementsthrough ongoing support for staff and a culture of high expectations of our students. In addition to this we will activelyimplement new reforms and mandatory processes.


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.

Time was allocated at staff meetings to examine the School Excellence Framework and to identify evidence ofachievement in the various domains. Through this process staff have a clear understanding of where we it within theframework and are developing strategies to support school improvement.

After comparing the school plan against the School Excellence Framework the school has delivered strong programs inthe areas of; differentiation and learning, explicit direct instruction, Science Technology Engineering and Mathematics.(STEM) and data collection and analysis.

In the domain of Learning the school has demonstrated programs driving quality learning, including systems aroundEarly Action for Success , PLAN and PLAT, L3, TEN and regular access to Hunter Health Speech Pathologist Schoolsupport service. Explicit direct instruction has delivered excellent results and supported data collection and the use ofthe data to drive classroom best practice and differentiated lessons. Consistency around Positive Behaviour for Learningand increased community knowledge supports strong welfare and enhanced community engagement.

A major focus in the domain of Teaching has been professional learning for staff in explicit direct instruction. All staff aregaining expertise in the delivery of reading a, writing and maths warm ups. STEM has been a network focus, andincluded bringing syllabus outcomes together, across multiple subject areas resulting in project based learning. Animportant opportunity has been provided to staff members in relation to planning, teaching and growing as a team ineach of our stages with collaborative practice encouraged with staff members from local small schools. . The use oftechnology for learning, the importance of data analysis to inform decision–making, the growing of teaching practicethrough classroom observations, reflections and feedback, and the development of expertise in writing programs and innew syllabuses, all highlight a teaching culture that is moving student learning to a new level. Importantly, staff aredeveloping our own evidence based practice through their reflections and evaluations of our collective work.

In the domain of Leading, our priority has been strategic planning with focus on RAM allocation and systems around theschool evaluation processes. Strong community consultation has resulted in the continued enhancement of studentwelfare, and clear directions for 2017.

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Quality Learning through Innovative Teaching

Purpose

Differentiated and innovative personalised learning to improve student engagement and outcomes, while developingcompetent and creative learners. Teacher capacity is developed through focussed, personalised, evidence based andengaging professional learning.

Overall summary of progress

At the end of 2015 all staff have successfully recorded student progression data in the areas of Literacy and Numeracyusing a variety of data sources on the PLAN website. PLAT, TEN data was used to assist this process.

Years K–3 reading benchmarks were set through the EAfS program and all students made above expected growthagainst these measures.

All staff trained in the use of the continuum and assessment for learning.

All students K–6 individually tracked through PLAN

All students K–6 tracked in fluency, comprehension, grammar and numeracy through PLAT

SLSO training conducted in strategies used in Numeracy and Litetracy.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• Reduce the number of students3–6 failing to match individualbenchmarks against PLATmeasures using 2014 continuumdata as a baseline. • Increase the number ofstudents K–2 meeting orexceeding literacy and numeracymarkers using 2014 continuumdata as a baseline. • Increase partnerships withinLMAC, to form a coordinatedfocus in STEM and EI

At the end of 2016 all staff have successfullyrecorded student progression data in the areas ofLiteracy and Numeracy using a variety of datasources on the PLAN website. PLAT, TEN datawas used to assist this process

Years K–3 reading benchmarks were set throughthe EAfS program and all students made aboveexpected growth against these measures.

All staff trained in the use of the continuum andassessment for learning.

All students K–6 individually tracked through PLAN

All students are showing growth in the areas ofreading, writing and numeracy. Althoughthe number of students did not increase, studentswith special language impairments have beensupported with intensive programs.

All K–2 staff trained in L3. All staff trained in TEN.

Access to Kaleidoscope for language interventionsupport.

EAfS funding

$30,000.00

Next Steps

• Continue whole school data collection. • Continued implementation of specific programs to maximise individual differentiation. • Continued intervention after identification of children at risk.



Quality Systems and Processes

Purpose

Embedding quality systems and organisational practices to support the development of all staff to demonstrateinnovation and leadership through a collaborative approach to decision making that is accountable, transparent andreflects local and systemic priorities.


Significant reduction in inappropriate behaviours as seen in PBL data.

Installation PBL signage across school

Regular LST meetings, follow–up and recording of interventions.

Increase to SLSO hours to allow changed playground timetable




• Reduction in the number ofhigh levelinappropriate behaviours asmeasured against 2014 datausing SENTRAL. • 95% increases in number ofpositivebehaviours, with a focus onresilience, as measured against2014 data using SENTRAL. • SALM / SAP & Oliverimplementedwithin school.

In 2016 Fassifern Public School continued torefine its PBL system. This allowed for greaterconsistency across the school in recognisingpositive behaviours .Through the analysis of referraldata and anecdotally, there was a reduction in thenumber of students with inappropriate behaviour.

Changed playground timetable and play areas toincrease supervision.

PBL systems, practices and data are embeddedacross the school.

Learning Support Team Meetings monitor studentbehaviours and respond to needs.

$11,000.00

Next Steps

• Continue to reduce level of inappropriate behaviours. • Continue to increase the number of positive behaviours • Continue to progress through PBL system. • Continue to monitor students through Learning Support Team meetings • Undertake Principal SAP training



Engaging Community Partnerships

Purpose

Promote the school image by creating a shared community identity and fostering partnerships with the Pondee Konaracommunity of schools and other similar small schools. We will seek to form strong partnerships with others, especiallyparents, to facilitate innovation, quality educational delivery and consistent, high standard and shared professionalpractices.


Kindergarten transition program "Fassi Flyers" introduced to include parent information sessions.

Parent Café introduced with parent surveys driving agendas.

Parent workshops introduced to prepare parents as classroom helpers.




• Increase number of parent andcommunity volunteers ineducational program, informed byvisitor sign–on procedures using2014 data as abaseline • Attendance and engagement ateducational information sessionsand increased knowledge ofknowing how students learn andhow to help them as percommunity matrix using 2014data as a baseline and movingone level • Decrease in the number oflocal students enrolling outsideLMAC using 2015 data as abaseline.

By the end of 2016 more educational programswere offered to parents with greater impact onstudent learning outcomes measured. Bettermeasurement techniques are needed in order tofully measure the improvement.

Information sessions were introduced into transitiontimes.

Although we had good parent participation in schoolactivities in 2016, an improved focus oninvolvement in educational programs is needed tosee significant change in the future.

$1,000.00

Next Steps

Continue to provide opportunities for parent and community volunteers to be trained in school systems and other coursesthrough Parent Café, PATCH, Aboriginal focus group and Fassi Flyers.

React to survey information to plan future sessions.

Continue improved communication and school promotional procedures

Continue combined school networking (LMAC)


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Additional support staff engaged

Individualised Literacy and Numeracyprograms delivered

All students have a personal learning plan(PLP) and are making progress across thecontinuums.

Culturally significant activities have beenincluded in the school calendar inconsultation with Aboriginal families.

$8 000.00

Low level adjustment for disability Additional staff engaged

Application of Professional Learning inspeech pathology and OT

Development of Individual EducationPrograms for all relevant students

Development of Health care Plans for allrelevant students

Staff Professional Learning targeted atindividualising instruction.

$5 000.00

Socio–economic background Additional staff employed for small group andLAST additional support in reading, writingand numeracy.

Individualised support of identified students.

Enhance student assistance provision

$15 000.00

Early Action for Success Teacher capacity has been built to identifythe literacy and numeracy learning needs ofstudents, and differentiate instruction toimprove student Literacy and Numeracyoutcomes.

All teachers have developed skills inpersonalised learning and the use ofdiagnostic assessment.

Student progress has been tracked againstkey aspects of the literacy and numeracycontinuums and is used to monitor the impactof personalised instruction and theeffectiveness of tiered interventions.

Teacher professional learning needs havebeen identified and high quality professionallearning and in–class support provided.

$6 000.00

Teacher release fortraining in L3 and TEN.

$5,000.00

Purchase resources.

$40 000.00

Interventionist wage


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 31 27 30 32

Girls 28 23 19 22

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.3 95.7 94.4 97.6

1 95.4 94.3 94.1 91.3

2 94.9 98.6 95.7 92.2

3 91.2 96.1 97.5 91.1

4 93.2 94.7 96.9 94.2

5 94.8 98.2 90.5 93.5

6 91.4 98.4 98.6 92.9

All Years 94.2 95.9 94.9 92.7

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 2.29

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.17

School Administration & SupportStaff

1.41

Other Positions 0.12

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree

Professional learning and teacher accreditation

All staff at Fassifern Public School are committed tocontinual improvement of classroom practice and areregularly exposed to educational research. As part ofdelivering the highest possible education to all studentswho attend Fassifern Public School a rigorous and strictprofessional development agenda, aligned to theschool plan, has been developed and followed.

The Lake Macquarie Area Collegiate has developed acombined professional learning agenda with coverageof each management group. Wellbeing, feedback andSTEM professional learning was conducted across thenetwork. Additional training in consistent teacherjudgement and writing was provided across the primaryschool. Explicit Instruction has been a focus forFassifern Public School with staff attending sessionswith John Fleming and expert teachers deliveringwarm–ups and lessons. Staff have been observed andreceived feedback.

K–6 data in Reading, Writing and Comprehension wascollected across the network and analysed. Resultshave driven the combined network professionallearning with writing 3–6 as focus.

Ongoing support has been provided for teachersworking towards accreditation with NESA and for thosewho are working to maintain their accreditation.Accreditation at Proficient and Higher LevelAccreditation workshops have been initiated atFassifern Public School for staff across LMAC. BothPrincipal and Instructional Leader have mentored staffthrough the use of the new PDP (ProfessionalDevelopment Plan). .

In 2016 Fassifern Public School undertook aninnovative practice of joint professionallearning meetings with Teralba Public School andBoolaroo Public School. This allowed for greatercollegiate planning and joint educational projects.Focus areas of weekly staff meetings includedimproved writing, mathematics, the new Sciencesyllabus, PBL as well as compulsory training sessionsincluding child protection, CPR, anaphylaxis and codeof conduct training.


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

Financial information

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

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

Income $

Balance brought forward 52 022.63

Global funds 42 693.49

Tied funds 84 541.52

School & community sources 8 598.47

Interest 1 016.63

Trust receipts 1 380.65

Canteen 0.00

Total income 190 253.39

Expenditure

Teaching & learning

Key learning areas 6 980.56

Excursions 612.27

Extracurricular dissections 7 094.33

Library 572.54

Training & development 0.00

Tied funds 55 614.97

Short term relief 1 178.97

Administration & office 21 089.76

School-operated canteen 0.00

Utilities 5 199.12

Maintenance 3 300.89

Trust accounts 1 342.31

Capital programs 0.00

Total expenditure 102 985.72

Balance carried forward 87 267.67

The information provided in the financial summaryincludes reporting from 1 January 2016 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 214 485.99

(2a) Appropriation 195 153.77

(2b) Sale of Goods andServices

-63.64

(2c) Grants and Contributions 19 057.50

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 338.36

Expenses -122 881.11

Recurrent Expenses -122 881.11

(3a) Employee Related -90 056.02

(3b) Operating Expenses -32 825.09

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

91 604.88

Balance Carried Forward 91 604.88

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

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

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

Financial summary equity funding

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


2016 Actual ($)

Base Total 565 454.84

Base Per Capita 2 689.93

Base Location 0.00

Other Base 562 764.91

Equity Total 71 503.95

Equity Aboriginal 18 830.13

Equity Socio economic 25 194.61

Equity Language 2 167.04

Equity Disability 25 312.18

Targeted Total 40 839.99

Other Total 3 410.42

Grand Total 681 209.20

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.

Year 3 are reported in Band levels 1 – 6 for Year 3 andYear 5 in Bands 3 – 8.

At Fassifern Public School the 2016 value addedresults Kindergarten to Year 3 are above average andYear 3 to year 5 and Year 5 to Year 7 are sustainingand growing.

The proportion of students at or above NationalMinimum Standard in Year 3 NAPLAN Reading andNumeracy is 97% and Year 5 is 93%.

In schools with small cohorts the mean results are notaccurate so individual growth data has beenused to report on Fassifern Public School Year 5performance.

50% students in Year 5 are equal or greater thanexpected growth in Reading and Numeracy, 66.7% inSpelling and Grammar and Punctuation.


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

Policy requirements

Aboriginal education

Fassifern Public Schoolembeds aboriginal perspectives across the wholecurriculum, not only teaching traditional andcontemporary Aboriginal culture but also empoweringaboriginal students to reach their fullpotential. Aboriginal and non aboriginal students writeand present their own Acknowledgement of Country isat our weekly school assemblies.

We are committed to embed the principles of "StrongerSmarter' by continually working towards highexpectations relationships with our whole schoolcommunity. School representatives attend MankillikanLocal AECG to increase awareness of priorities andagendas. With 34% of students at Fassifern PublicSchool identifying as aboriginal, we have strongcommunity involvement including both our P&CPresident and Treasurer of aboriginal background.

We ensure our aboriginal students match or better theoutcomes of the broader population. This is achievedby identifying our aboriginal student cohort, whenanalysing NAPLAN, PLAN, PLAT and school data andusing this data to establish Personal Learning Plans(PLP's) that drive educational programs. Aboriginal

students are identified on our tracking system againstPLAN and PLAT markers, parents, students andteachers all come together to set achievable goals.Appropriate interventions then ensure the delivery ofdata driven teaching and learning programs to meet thelearning needs of aboriginal students. Currently 89% ofaboriginal students at Fassifern Public School areattaining at or above age appropriate level in Reading.

We support aboriginal education and communityinvolvement at Fassifern Public School through avariety of projects. Students and community aresupported by a SLSO of aboriginal backgroundwho actively and passionately assists our students,providing a significant cultural connection for our wholecommunity. A current student and community project isthe establishment and development of a bush tuckergarden. Students designed the garden, prepared itslocation, and applied for a council grant and donations.Students have used a donated bridge and sandstone tocreate a "dreaming pathway" and to form borders of thegarden. Over one hundred plants were planted. All ourstudents "check–in" in the garden on rotating mornings.Futher plans for the garden include a locator mapallowing families to identify their "connection tocountry" which will then be represented in the garden.

Future plans are to initiate an Aboriginal focus group tohelp direct future Aboriginal interventions and projects.

Multicultural and anti-racism education

Fassifern Public School embraces an attitude thatallows for multi–cultural education to be taught acrossthe school. This year the school participated inHarmony Day celebrations which built on from successof previous years. Students shared plates of food,which reflected their families’ heritage. The studentsalso dressed in traditional costume. All classesengaged in a variety of lessons that focused on‘harmony’ and understanding of people who may havedifferent beliefs or come from different backgrounds.This included viewing and discussing the photographiccollection from James Mollison called 'Where ChildrenSleep." Children also raised money to be sent to WorldVision.

Fassifern Public School has a dedicated ARCO officer,who regularly discusses different aspects of respect instaff meetings and with the school.


Other school programs

Environmental Education and Sustainability

This year Environmental Education and Sustainabilityhas been taught during Release from face to face time.. Through Literacy units including Lester and Clyde,Where the Forest Meets the Sea and One Small Island K–6 developed an appreciation and respect for oursand other unique environments. Fassifern PublicSchool is a Climate Cam school visiting ShortlandWetlands and teams of students responsible forEnergy, Water and Waste. We conducted a Green Daywhere parents and students, with the help of councilemployees learned about our local fauna, planted treesand worked to beautify our grounds.

Each class also maintained their designated section ofour vegetable garden planting, tending and reaping therewards with some lovely vegetables and herbs sold toour school community.


Fassifern Public School Annual Report · Fassifern Public School Annual Report 2016 ... visited the...

Documents

Transcript of Fassifern Public School Annual Report · Fassifern Public School Annual Report 2016 ... visited the...