2016 Elderslie Public School Annual Report

Elderslie Public SchoolAnnual Report

2016

4646

Printed on: 12 April, 2017Page 1 of 14 Elderslie Public School 4646 (2016)

Introduction

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

Michelle Sarjana

Relieving Principal

School contact details

Elderslie Public School170 Lodges RoadElderslie, 2570www.elderslie-p.schools.nsw.edu.auelderslie-p.school@det.nsw.edu.au4658 1632

Message from the Principal

It is with great pleasure that I present the 2016 Annual Report for Elderslie Public School. There were numerousinitiatives embraced by the teachers, students and the whole school community in 2016. Students excelled across theacademic, sporting and cultural areas and initiated fundraising action to help others. Students took on greaterresponsibility for their own learning as they developed their skills as reflective learners. This was exemplified on a dailybasis and when they led their Three Way Conferences, articulating their learning and next steps. (Strategic Direction 1)

Teachers engaged in a wide variety of professional learning to further enhance their teaching skills and included; trainingin well being and the resilience program ‘How Full Is My Bucket, Geography Syllabus for the Australian Curriculum,Inquiry Learning, collaborative planning and TEN training. (Strategic Direction 2)

School leaders supported teams of teachers through the provision of quality teaching, demonstration lessons,collaborative planning and moderation of student’s learning samples using consistent teacher judgement. (StrategicDirection 3)

Parents offered their skills and expertise across several areas; supporting technology improvements, leading informationsessions and volunteering in and out of classrooms. We welcomed parents as productive partners in their child’slearning. Our first ‘Back to School Day’ was extremely successful. Teachers demonstrated quality teaching and parentsengaged as learners for the day whilst gaining a deeper understanding of future focussed learning.

Stakeholders contributed to the CESE ‘Tell Them From Me’ surveys and the results from both these surveys and theSchool Self–Assessment and milestone evaluations of our 3 Year Strategic plan helped to inform directions for 2017.

Thank you to the P & C for your continued support and fundraising efforts. The fete was a huge success and the P & Ckindly paid towards an upgrade of the audio–system, projector in the hall, new interactive whiteboards and projectors inthe classrooms. A generous contribution towards new covered areas has also been donated. Elderslie Public School hascontinued to maintain an excellent reputation in the community. Links and transition programs were strengthened withElderslie High School.

It was a privilege to lead Elderslie Public School.

Michelle Sarajana


School background

School vision statement

At Elderslie Public School we aim to inspire a purposeful, engaging and nurturing school culture.

The capabilities of all learners will be developed so they become respectful,resilient and successful lifelong learners.

School context

Established in 2009, Elderslie Public School is located in a rapidly growing area in South West Sydney.

In 2015, the school enrollment was 435 students in 20 classes including two support classes catering for the needs ofstudents with Autism and one class that supports students with Emotional Disturbances.

In 2016, the student population increased to 460 students in 21 classes including 12 Aboriginal students . Three classesform the Support unit and there are two extension stage classes, a technology class, 12 stage classes and three straightKindergarten classes.

The class names were selected by the Student Leaders and named after endangered Australian Animals.

The school motto of Enjoy, Participate and Succeed underpins our core business of high quality teaching and successfullearning. This is achieved when everyone takes responsibility for a child’s wellbeing and when all members of thelearning community expect every child to be a successful learner. Our school culture focusses on high expectations,caring for and respecting each other and celebrating diversity.

Our dedicated staff are committed to continual improvement and working with the community to implement innovativeand differentiated learning programs, strong and consistent support programs and a wide range of extra curriculainitiatives which assist in the development of the ‘whole child’.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Learning

Overall Elderslie Public School is identified as withing the domain of learning.

Our school focussed on differentiation of the curriculum and learning and innovation. Teachers had formal and informalopportunities to observe highly effective teaching practice that is focused at the point of learning need for all students.The development of a school K–6 scope and sequence was formed with integrated Inquiry units of learning based on theNSW syllabus for the Australian Curriculum to develop confident resilient learners. As the school began moving to aninquiry–based, student–centred pedagogy. Teachers are at the implementation phase of inquiry and feedback from thisprocess has been positive with strong evidence of professional dialogue.

2016 has shown an increase in teacher capacity in:

• Using the numeracy continuum and syllabus to diagnose student need

• Planning for and explicitly teaching what students need to know

• Using differentiated instruction

Teaching

Overall Elderslie Public School is identified as within the domain of teaching.


Our focus has centred on using evidence–based research to drive the implementation of future–focussed teaching andlearning. Our school has also engaged in mentoring, growth coaching, lesson studies and teaching rounds through thecollaborative drafting of teacher personal development plans which has enhanced the effectiveness of the instructionalteaching practices. Teachers received training in understanding what works best in classrooms as viewed through thelens of future–focussed practices such as BYOD, Bring Your Own Device, and SOLE, Self Organised LearningEnvironments. There was a strong focus on collaborative expertise and the sharing of evaluative evidence in relation tostudent feedback from Kindergarten to Year 6. Teacher feedback was positive and our professional learning and practicein relation to the domain of Teaching reinforced exemplary practice across our whole school for all our teaching staff andareas of growth for New Scheme teachers.

Leading

Overall Elderslie Public School is identified as within the domain of leading.

In the leading domain, leadership development has been a focus area. This year Elderslie Public School invested inprofessional development for the team in coaching. All Assistant Principals were released off class to have additionaltime to work with teams in a coaching capacity. Staff dialogue increased with all staff feeling supported with their ownprofessional journeys.

School leaders have demonstrated a commitment to engaging the community in a variety of whole school events. Themost popular of which includes – Back to school days, Education Week and the How Full is My Bucket Launch. Duringthese events, school leaders empowered class teachers to continue demonstrating their identity as leaders in theclassroom by incorporating open classrooms into these community events. This enabled the community to view qualityteaching and engage with learning authentically. Parents were also trained and empowered to take on the all theorganisation of the whole school home reading program. The leadership team continually supported the Parents andCitizens (P&C) association by many representatives attending meetings to support the implementation of events, shareupdates in the implementation of the school plan and receive feedback.

The student leadership team at Elderslie Public School engaged with their own professional development to enhancetheir leadership by building their confidence, interpersonal skills and communication skills. Over the course of the yearthey had opportunities to attend The Halogen Leadership event and student leadership workshops at Parliament House.As a result, their confidence grew remarkably and they developed into effective and successful role models for EldersliePublic School. Additionally, we committed to creating a sustainable connection with our feeder high school, ElderslieHigh School. This involved Stage 3 students engaging with a dance/vocal and drama transition program throughout theyear and Stage 3 students participated in several transition days to ensure their transition from Year 6 to Year 7 is assmooth as possible. This also built a professional network between Stage 3 staff and the teachers at Elderslie HighSchool.

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

Excellence in learning

Purpose

To develop confident, self –regulated, engaged and reflective learners with the skills and attitudes for future success andwellbeing.

To provide a quality learning environment that; • Promotes a culture where all students are engaged and confidently take responsibility for their ongoing learning. • Supports the diverse needs of all students and promotes excellence in learning with strong foundations in literacy

and numeracy. • Promotes the development of the whole child; cognitive, emotional, social, physical and spiritual wellbeing.

Overall summary of progress

Throughout 2016 Inquiry based learning was a whole school focus with the formation of K–6 scope and sequences withintegrated Inquiry units of learning based on the NSW syllabus for the Australian Curriculum. Planning days and staffdevelopment days allowed time for collaborative planning, lesson observations and mentoring.

Quality assessment practices was a whole school focus with all stages taking part in consistent teacher judgementsessions. Parent teacher interviews became three way conferences with all stakeholders taking ownership for learninggoals and having a clear understanding of the “kids speak” continuum. Plan data was used effectively in all classroomswith data informing differentiated programs.

Elderslie successfully implemented the HFIMB framework within both classrooms and the playground incorporating staffprofessional learning on ‘How full is my bucket’ and all classes incorporating the Essential Learner Qualities.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

*Improved NAPLAN trends ingrowth from Y3 to Y5 & Y5 to Y7.

*Increased percentage ofstudents reaching schoolbenchmarks.

*Improved trends in studentattendance.

*Improved “Tell them fromMe’engagement results.

*Reduced ‘gap’ in learningoutcomes for students targetedby equity funding.

All staff accessed quality professional learning onInquiry based learning with additional time given forplanning, observations and mentoring.

100% of teachers entering PLAN data withprofessional dialogue taking place aroundconsistent teacher judgement. Student learninggoals were differentiated and formed with data.

The trial of 3 way conferences was successful withthe community and all stakeholders being partnersin the learning process. Learning goals are visibleand all staff are using the “Kids speak continuum”

Staff professional learningand release days $1200

HFIMB staff workshop –$600

HFIMB student workshop–$1200

HFIMB parent workshop –$600

Next Steps

• Continue professional learning on inquiry based learning • Evaluate and refine parent teacher interview processes • Sustain the “how full is my bucket” program • Extend PLAN data to a whole school data wall with the curriculum focus on writing



Excellence in Teacher

Purpose

To develop in all staff a high level of professionalism, collaboration and student focussed shared responsibility.

To inspire and grow the capabilities of every child in every classroom and ensure equitable outcomes for all learners.


Coaching and mentoring of all teachers across the school was implemented throughout 2016 with the school leadershipteam modelling effective classroom practice through a support role.TEN and TOWN lessons were demonstrated andnew staff were given additional professional learning.

A beginning teachers mentoring program commenced focusing on developing numeracy and literacy strategies with awhole school focus on Inquiry Based Learning.




* Increased student engagementresults.

*Increased percentage ofstudents in the top 2 bands inNAPLAN.

* Increase in assessment tasksbeing collaboratively designed.

*Tell them from ME results thatindicate strong collaboration,valuable professional learningand collegial support.

85% of teachers provided with coaching/mentoringprovided by the school leadership team.

All planning days had a focus on collaborativeplanning using the inquiry model.

Stage demonstration lessons and team teaching onTEN/TOWN

Professional learning on explicit teaching of readingstrategies.

Creation of a “kids speak” continuum in numeracyand writing.

Creation of learning goals for students shared atthree way conferences.

Professional learning onInquiry – $1800

Inquiry resources – $350

PlanningDay release $4800

Professional learning onreading strategies – $700

Professional learningNumeracy – $1200

Next Steps

• Continue professional learning on inquiry based learning • Evaluate and refine parent teacher interview processes • Extend PLAN data to a whole school data wall with the curriculum focus on writing • Continue Learning Conversations, particularly students demonstrating their learning, and embed ILPs into the

process • Support students to engage in the Learning Conversations, especially the development of personal goals



Excellence in Leading

Purpose

Facilitate a dynamic, possibilities focussed educational culture of high expectations, self–improvement and closecollaboration with the whole community leading to sustained, measurable whole school improvement.

Develop a learning culture that focusses on the whole child using a 'team around the child' approach and engenderingthe values of respect, equity, inclusiveness and resilience.


A school evaluation team was formed consisting of all stakeholders. Evidence was collected and a shared vision wascreated the school plans were aligned with the school excellence framework.

All parent communication moved to online forums with parent information sessions and professional learning provided.Eg parent sessions on understanding NAPLAN




*100% staff have personalisedperformance development plansaligned to Australian professionalstandards.

*15% increase in parentparticipation in attendance at P &C meetings, information andTraining sessions.

*95% of Parents in attendance atThree Way Conferences.

*Students’ reflect on learninggoals and can articulate these.

*Evidence and Findings from “TellThem from Me” Surveys arepositive.

*School Leaders contributing toprofessional networks withinMacarthur and beyond.

*10% increase in use of School enews and school website.

2016 school plan was developed using the schoolexcellence framework.

Regular parent Information sessions were heldthroughout 2016.

100% of staff collaboratively developed essentialshared agreement.

Catering – $1000

Next Steps

• Put processes in place for ongoing evaluation including all stakeholders. • Leadership professional learning on effective evaluative practices.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The Aboriginal Education Team was formedto review and lead Aboriginal Educationacross Elderslie Public School. The teamworked throughout the year withimplementing the milestones in the area ofAboriginal Education which includedorganising and facilitating the PersonalisedLearning Pathway (PLP) meetings. Aboriginalstudents were encouraged to meet andexceed their goals. Units of work werereviewed and to ensure Aboriginalperspectives were addressed.

The employment of an SLSO allowed fortargeted students to receive additional literacyand numeracy support. In school assessmentdata and Plan data indicated positive results.

SLSO employed 5 hoursper week=$7000

Teacher Day=$2000

English language proficiency This year the modes of delivery have been acombination of withdrawal and team teachingwith a focus on supporting new arrivals K–6.As a result of the EAL/D position, studentshave received withdrawal support. Thisresulted in a number of students moving up atleast one level on the ESL Scales.

Individualised professional development andsupport in the classroom incorporating EAL/Dpedagogy.

0.5 Teacher Days per week– $50 000

Low level adjustment for disability An SLSO was utilised in 2016 to providesupport directly to students to improve literacyand numeracy results of targeted students.

The employment of a support teacher wasintroduced this year to provide ongoingsupport for students that were identifiedthrough Naplan and Plan data. Feedbackfrom teachers, parents and students were100% positive.

SLSO and Teacher Days$112 797 including 0.8Teacher Days

Socio–economic background Assistant Principals were released asInstructional leaders/mentors, implementingprofessional learning and supervision tosupport the provision of targeted TPL toimprove and build upon teacher capacity witha focus on literacy and numeracy andassessment strategies. During team meetingseach supervisor led the moderation of worksamples and continued to build upon ensuringconsistent teacher judgment.

Each team leader took on the responsibility oftracking and monitoring students’ progresswithin their stage.

$24,449 = 55 teacherrelease days.

Support for beginning teachers Support for beginning teachers was providedthrough a mentoring model of support. Thisallowed Early Career Teachers to be providedwith individualised professional developmentand personalised mentoring.

A professional journal was introduced forbeginning teachers to log their learning. Thissupport has also included individual supportfor accreditation.

$34 000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 164 201 230 223

Girls 162 181 214 227

Enrolments at Elderslie public school continue to rise ata slow and steady pace. The school has remained verysimilar in size from 2015 to 2016.

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.8 96.6 96.4 93.3

1 95.6 93 96.8 95

2 95.1 95.9 94.9 94.6

3 94.7 94.1 96.2 93.8

4 93.2 94.7 95.4 94.3

5 95.9 93.9 95.5 92.9

6 95.2 93 95 93.6

All Years 94.8 94.5 95.8 94

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

Management of non-attendance

In 2016 we had another high attendance rate of 94%. Itis great to see the schools attendance rate isincreasingly above state which is at 92.2%

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 18.85

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 0.8

Teacher Librarian 1

School Administration & SupportStaff

5.78

Other Positions 0.17

*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

Professional learning for staff was again a high priorityand a focus within our school plan for 2016 with all staffdeveloping their own Personal ProfessionalDevelopment Plan. Across school development days,weekly staff meetings, in–service courses and planningdays,training and development was geared towardsdevising strategies to address school targets, studentwelfare initiatives, school leadership and to improveteaching practice.

Teachers were involved in a variety of professionallearning activities. These included training andworkshops in analysing student assessment data,developing quality lessons using Town. There was acontinued focus on cross curriculum priority areas andadapting teaching to cater for and engage our 21stcentury learners.

Teachers created units of work during shared planningdays on three new syllabus documents released basedincorporating Inquiry. The opportunity to overhaul theunits of work being taught was embraced.

All staff participated in a variety of face to facesessions, online training and external courses for somestaff members. External courses were attended bysome staff to supplement this training in the areas of


English and Maths. Mandatory training was alsoundertaken in student welfare, in areas of childprotection, anaphylaxis and CPR.

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 250 075.05

Global funds 198 324.94

Tied funds 247 841.37

School & community sources 246 568.22

Interest 5 241.63

Trust receipts 14 151.28

Canteen 0.00

Total income 962 202.49

Expenditure

Teaching & learning

Key learning areas 30 526.88

Excursions 99 143.82

Extracurricular dissections 63 676.38

Library 6 213.84

Training & development 3 435.40

Tied funds 139 719.72

Short term relief 81 124.90

Administration & office 57 711.67

School-operated canteen 0.00

Utilities 1 895.63

Maintenance 22 352.62

Trust accounts 13 912.92

Capital programs 28 067.93

Total expenditure 547 781.71

Balance carried forward 414 420.78

The information provided in the financial summaryincludes reporting from 27th January to 31 December2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 446 515.71

(2a) Appropriation 417 986.84

(2b) Sale of Goods andServices

351.80

(2c) Grants and Contributions 28 053.00

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 124.07

Expenses -147 370.38

Recurrent Expenses -147 370.38

(3a) Employee Related -98 344.95

(3b) Operating Expenses -49 025.43

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

299 145.33

Balance Carried Forward 299 145.33

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 2 772 067.90

Base Per Capita 24 707.37

Base Location 0.00

Other Base 2 747 360.54

Equity Total 153 221.65

Equity Aboriginal 7 019.24

Equity Socio economic 24 449.14

Equity Language 8 956.57

Equity Disability 112 796.70

Targeted Total 552 202.60

Other Total 72 566.51

Grand Total 3 550 058.66

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.




Parent/caregiver, student, teachersatisfaction

In 2016, the school sought the opinions ofparents/carers, students and teachers about the schoolthrough a Tell Them For Me Survey. 89% ofparents/carers indicated that they are satisfied with theschool, 92% of students indicated that they are satisfiedwith the school and 100% of teachers surveyedindicated that they are satisfied with the school.

Parents/Carers

Findings and Conclusions

91% felt Elderslie is an attractive and well–resourcedschool

88% felt that Elderslie is a friendly school that istolerant and accepting of all students

Elderslie has competent teachers who set highstandards of achievement and promotes core values

77% believe wide range of extra–curricular programsare offered (e.g. sport, dance, and public speaking).

Students


Elderslie Public School has nice buildings andplaygrounds

84% believe the school is a friendly school for allstudents

89% of students feel that all their teachers help themwith their learning

82% feel that they learn a lot about Literacy andNumeracy and the work they do is interesting andchallenging

Teachers


79% felt Elderslie is an attractive and well–resourcedschool

96% felt that Elderslie is a friendly school that istolerant and accepting of all students

Elderslie has competent teachers who set highstandards of achievement and promotes core values

79% believe wide range of extra–curricular programsare offered (e.g. sport, dance, and public speaking).

Policy requirements

Aboriginal education

The Aboriginal Education Team was formed to reviewand lead Aboriginal Education across Elderslie PublicSchool. The team worked throughout the year withimplementing the milestones inthe area of AboriginalEducation which included organising and facilitating thePersonalised Learning Pathway (PLP) meetings.Aboriginal students were encouraged to meet andexceed their goals. Units of work were reviewed and toensure Aboriginal perspectives were addressed.

The employment of an SLSO allowed for targetedstudents to receive additional literacy and numeracysupport. In school assessment data and Plan dataindicated positive results.

Multicultural and anti-racism education

Staff at Elderslie Public School recognise theimportance that culture has on our students. In order toengage students with learning, cultural perspectives areregularly embedded into teaching and learningprograms. In addition to this, several school eventshave allowed for cultural inclusivity to be embeddedinto our school culture,including Harmony Day,NAIDOC Day, assemblies and Community BBQs,which displayed student learning and performances.


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2016 Elderslie Public School Annual Report

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