Rugby Public School ASR 2014 - rugby … · Rugby Public School and staff are trained in the ... 2...
Transcript of Rugby Public School ASR 2014 - rugby … · Rugby Public School and staff are trained in the ... 2...
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School context statement Rugby Public School is situated in a small rural
locality 34km from Boorowa (our closest larger
town) and 55km from Crookwell.
Currently all students come from families residing
in the farming community.
Rugby has a small student base and this allows
for much student‐teacher interaction. We have a
smart board in the classroom and each child has
the use of an iPad and computer.
Rugby Public School is part of the 3Rs Learning
Community consisting of 5 small schools, mainly
located within the Southern Tablelands area.
Staffing at Rugby has been quite consistent in
recent times and we also have access to a range
of temporary teachers who meet specific needs
each year.
There are many programs that are accessed at
Rugby Public School and staff are trained in the
delivery of these programs. Some of these
programs include L3 (Language, Learning and
Literacy), Focus on Reading 3‐6: a comprehension
based program and Live Life Well @ School–
focusing on the healthy living of all students,
including the creation of a school garden and
investigating foods and activities to improve the
health of students.
Rugby Public School has a dedicated P&C Association who undertake various community activities each year to provide financial support for specific projects.
Student information
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Student enrolment profile
At the commencement of 2014, Rugby Public School had an enrolment of 8 students, consisting of 7 boys and 1 girl. This number remained constant throughout the year, as one family moved away and returned. The following data provides a comparison of student numbers at the census date.
Student attendance profile
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5
10
15
20
2008 2009 2010 2011 2012 2013 2014
Students
Year
Enrolments
Male Female
Year 2010 2011 2012 2013 2014
K na na 81.9 97.8 100.0
1 na 92.4 na 88.6 100.0
2 91.5 86.6 94.6 100.0 na
3 na 95.7 93.1 98.4 90.2
4 na 96.7 98.9 91.6 100.0
5 na 95.1 91.3 98.0 92.1
6 83.5 97.8 96.7 97.8 na
Total 87.5 91.0 91.6 94.7 93.5
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Workforce information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number
Principal 1.0
Classroom Teacher(s) 0.126
Learning and Support Teacher(s) 0.2
Teacher Librarian 0.084
School Counsellor 4 days/yr
School Administrative & Support Staff 0.496
Total 1.906
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.
During 2014 there were no Indigenous staff members at Rugby Public School.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff Degree or Diploma 100
Postgraduate 0
Professional learning and teacher accreditation
All staff, including the teaching principal, temporary and casual teachers and teachers’ aides, had the opportunity to participate in professional learning opportunities.
The relieving principal and a teachers’ aide participated in MultiLit training in order to improve the learning outcomes of students with learning difficulties.
The relieving principal participated in principals’ conferences, the accreditation conference, and several planning days in association with developing the new school strategic plan. They also participated in a Health Services and Networking Day.
The substantive principal and another staff member participated in Live Life Well training to improve the health and wellbeing of students and improve their beneficial food knowledge.
All staff participated in Child Protection updates, Anaphylaxis training and First Aid training on the concluding two staff development days.
All staff development days were used to improve staff knowledge of school policies and practices and were attended by staff that were allocated to be working on those days.
The total school expenditure on teacher professional learning was $424, which averages to a total of $424 per full time teacher equivalent. Other sources of funding for professional learning included tied Equity Funding.
Beginning Teachers
Rugby Public School currently has no Beginning Teachers on staff.
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Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 3/11/2014
Income $
Balance brought forward 117375.43Global funds 38729.46Tied funds 38542.35School & community sources 4114.35Interest 4013.22Trust receipts 793.50Canteen 0.00
Total income 203568.31
Expenditure
Teaching & learning Key learning areas 2430.63Excursions 97.58Extracurricular dissections 7873.17
Library 858.33Training & development 424.54Tied funds 17806.79Casual relief teachers 899.82Administration & office 5344.63School‐operated canteen 0.00Utilities 4932.40Maintenance 2613.06Trust accounts 793.50Capital programs 0.00
Total expenditure 44074.45
Balance carried forward 159493.86
A full copy of the school’s 2014 financial statement is tabled at the annual general meeting of the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2014
The students at Rugby Public School have access to a wide variety of learning experiences and opportunities to help them see the diversity that learning can bring. They enjoy success in their endeavours and the students and staff have strong commitment and enthusiasm to lifelong learning.
Academic achievements
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.
Alternatively:
NAPLAN Year 3 ‐ Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
Due to our small candidature NAPLAN results were discussed individually with the family.
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NAPLAN Year 3 – Numeracy
Due to our small candidature NAPLAN results were discussed individually with the family.
NAPLAN Year 5 ‐ Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)
Due to our small candidature NAPLAN results were discussed individually with the family.
NAPLAN Year 5 ‐ Numeracy
Due to our small candidature NAPLAN results were discussed individually with the family.
Other achievements
Significant programs and initiatives – policy
Aboriginal education
Our school continues to provide programs designed to educate all students about Aboriginal history, culture and contemporary Aboriginal Australia. Aboriginal perspectives are not taught in isolation as specific units, but are included across all key learning areas. We actively promote the recognition of Aboriginal culture and custodianship of country by following protocol such as Acknowledgement of Country.
Students participated in a day of Aboriginal awareness involving art, dance, Dreamtime stories and culture with Uncle Ron Simpson from Boorowa Central School. The students learnt a traditional dance, listened to Dreamtime stories, created a map using traditional Aboriginal symbols, participated in a walk around the school and local area to identify significant features of the area, listened to an interesting talk from Uncle Ron Simpson about significant artefacts and customs of the local indigenous people.
Multicultural education and anti‐racism
The children in all stages throughout the school develop understandings, attitudes, values and knowledge of multiculturalism through integrated units (English, HSIE, Personal Development and CAPA). These integrated units focus on the cultural diversity, acceptance and respect of personal differences and promote tolerance.
Significant programs and initiatives –equity funding
Socio‐economic background
In 2014 the equity funds – socio‐economic
background ‐ supported the implementation of
quality programs across all key learning areas. We
were able to supplement our teaching staff, to
enable students to participate in weekly
technology lessons as well as work on writing
skills across the 3RsWJ network of small schools.
Equity funding also ensured the participation of
all students in our school camp to Canberra, as
well as teacher professional learning to ensure
improved outcomes for all students.
Learning and Support
In 2014 learning and support funds were used to provide training for staff in MultiLit programs to support this key learning initiative and also to provide funding to ensure successful implementation of the program.
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Our PM reading library was extended to ensure a variety of books and learning resources were available for children at all reading levels for use with the L3 program and beyond.
School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:
Discussion with parents in both formal and informal settings; for example, P&C meetings and parent teacher interviews.
Rigorous discussion and evaluation of school plans and targets with Directors, staff and Small Schools Network.
Employment of mentors and consultants to assist in the conduct of evaluations and the discussion surrounding future planning and directions.
School planning 2012‐2014:
School priority 1
Literacy and Numeracy
Outcomes from 2012–2014
Numeracy – Increased level of numeracy for all students.
Literacy – Improved student writing skills.
Evidence of achievement of outcomes in 2014:
Best Start assessments were used to inform teaching and learning programs for students in Kindergarten.
Implementing the Language, Learning and Literacy (L3) processes taught during training in 2013 have continued to improve writing by students and the teaching of writing in the classroom.
Adapting the training principles learned during 2012 Count Me In Too Online Training to the small school setting and implementing the teaching methods and activities has improved student outcomes in numeracy.
Implementation of scope and sequence documents and improved teaching methods has led to improved numeracy for all students.
Strategies to achieve these outcomes in 2014:
Continued use of the literacy continuum to plot students’ achievements, and move them along the continuum on Planning for Literacy and Numeracy (PLAN).
Explicit teaching of grammar and punctuation across all stages and all key learning areas (KLAs).
Staff accessed SMART data to utilize teaching strategies linked to NAPLAN results.
Student writing was regularly published in school newsletter.
Information and Computer Technology (ICT) student skills continued to be developed to publish written work and increase engagement in tasks.
Continued use of the numeracy continuum to plot students’ achievements, and move them along the continuum (PLAN).
Count Me in Too strategies were embedded in the mathematics program on a daily basis.
Utilised ICT to complement mathematics learning, for example Mathletics.
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School priority 2
Student engagement and retention
Outcomes from 2012–2014
To improve school culture to involve the whole school community in creating an environment that respects and responds to needs, thereby fostering greater student engagement in school programs.
Evidence of achievement of outcomes in 2014:
Positive Behaviour for Success (PBS) program continued to be implemented; now looking towards the classroom setting.
A new approach to behaviour management was incorporated with the PBS program. Bucket‐filling practices were adopted in the classroom to increase students’ sense of wellbeing and community.
Participated in networking meetings with 3RsWJ small school network to further implement PBS program.
All students attended and participated in community events, including ANZAC ceremony and school celebrations.
Active After School Sports were run on a weekly basis during terms 1 & 2 fostering participation and engagement.
Cooking up a storm lessons promoted engagement and participation.
ICT was embedded across KLA’s to increase engagement and motivation, including the use of iPads daily in the classroom, providing significant motivation for students to learn.
Strategies to achieve these outcomes in 2014:
Continued to participate in networking meetings with small schools network to
improve the implementation of the PBS program.
Existing school welfare policies were reviewed and linked to the PBS program.
Continued Cooking up a Storm lessons.
Active After School Sports lessons continued to be implemented.
‘Star of the Week’ program and rewards programs for PBS continued to be coordinated, promoting engagement and motivation of students, with the addition of Bucket‐filling techniques.
Continued participation in community events was promoted.
ICT was embedded across KLAs to increase engagement and motivation, including the use of iPads daily in the classroom.
School priority 3
Curriculum and Assessment
Outcomes from 2012–2014
By 2014 syllabus documents and programs reflect the requirements of the national curriculum.
Evidence of achievement of outcomes in 2014:
A working group was formed with local small schools to become familiar with the new English Syllabus.
Professional development opportunities were taken to meet regularly to develop a scope and sequence and units of work for small schools.
Units of work were shared between small schools and also on the Edmodo site, giving the opportunity to see and adapt many units of work created by other teachers.
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Two staff development days were dedicated towards the Australian curriculum documents, as well as the DEC professional learning days and small schools network days.
A shared resource library is beginning to be developed for use between small schools to support the new curriculum.
Additional resources have been purchased to support the new curriculum.
Strategies to achieve these outcomes in 2014:
A working group with local small schools was formed to become familiar with the new Mathematics Syllabus, for mandatory implementation in 2015.
Professional development opportunities were attended to develop a scope and sequence and units of work for small schools for the Mathematics curriculum and continue to work on the English syllabus implementation.
Two Staff Development days were dedicated towards the Australian curriculum documents.
A shared resource library continued to be built to support the new curriculum across small schools.
Further resources were purchased to support the new curriculum.
Parent/caregiver, student, and teacher satisfaction
In 2014, the school sought the opinions of parents, students and teachers about the school. These opinions were gathered informally during P&C Meetings, parent‐teacher interviews and discussions. Opinions were sought on topics such as programs run by the school, student behavior expectations, and areas for improvement.
Their responses are presented below.
100% of parents are aware of most of the programs implemented by the school, especially those utilised directly by their children.
100% of parents believe we provide a safe environment for their children in which to learn, which they can do easily at Rugby Public School.
100% parents would like their children to leave Rugby Public School with confidence in their ability to achieve, and
100% of parents would like their children to have sound foundations so that they can achieve future goals, including higher education.
Two‐thirds of parents made a positive comment about the great start we give their children for secondary education.
One‐third of parents would enjoy more feedback about their children’s difficulties so these can be the focus of homework.
Some comments about the programs run by the school, included that their children “love reading”; “[Child’s name] loves the science work you do”; and the children “like the bucket‐filling, gardening, cooking and music.”
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Another parent comment was that we, as teachers and a school, should continue to do what we are doing.
Overall, the feedback was positive and enabled the school to focus on giving consistent and valuable feedback to parents, as well as the feedback their children receive daily within the classroom setting. It enabled us to realise that sometimes the constructive feedback needs to be disseminated to parents, as regularly as we give it to the children. Our future directions for 2015 ‐2017 are to enable students to map their learning, and thus provide them with support to provide feedback to all stakeholders regarding their learning.
Future Directions 2015‐2017 School Plan
NSW DEC is implementing a new school planning process for 2015‐17. The new plan will be published on the school’s website from the beginning of Term 2 2015.
Input was sought from all stakeholders to formulate a meaningful strategic plan for Rugby Public School. As a result of this planning and analysis the following Strategic Directions and purposes were developed:
Strategic Direction 1: Quality Teaching and Learning. The purpose of this strategic direction is to deliver quality teaching and learning programs to equip students with the skills necessary to be successful lifelong learners, confident and creative individuals and informed citizens of the 21st century.
Strategic Direction 2: Sense of Community and Wellbeing. The purpose of this strategic direction is to assist each student to appreciate Australia’s cultural diversity and to develop their own personal values and
attributes such as honesty, resilience, empathy and respect for others.
About this report
In preparing this report, the self‐evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self‐evaluation committee and school planning committee have determined targets for the school's future development.
Heather Shore – Relieving Principal
Melanie Brougham – Principal
Narelle Nixon – Teacher
Melanie Knowles‐Hives ‐ Teacher
Melody Thompson – Principal, Rye Park Public School
Thelma Horton – School Administration Manager
Vicki Wright – Computer Coordinator
School contact information
Rugby Public School
3074 Rugby Rd, Rugby, NSW, 2583
Ph: 02 48 357 241
Fax: 02 48 357 25
Email: rugby‐[email protected]
Web: http://www.rugby‐p.schools.nsw.edu.au/
School Code: 3012
Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php