Leeville Public SchoolAnnual Report

2016

1740

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Introduction

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

Annette Clarke

Principal

School contact details

Leeville Public School9375 Summerland WayLeeville, 2470www.leeville-p.schools.nsw.edu.auleeville-p.School@det.nsw.edu.au6664 1280

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School background

School vision statement

At Leeville Public School our aim is to prepare our  students for a complex and rapidly changing world. Leeville PS willchallenge children of all abilities to achieve excellence in a wide range of academic, cultural and sporting activities.

We will equip children for the demands and opportunities for future learning by offering a differentiated, effective andrigorous curriculum for all.

Professional and highly motivated staff, in partnership with parents and carers, will encourage each child to achieve theirfull potential.

In a disciplined and caring environment, based on mutual respect, each child will be valued as an individual in their ownright.

School context

Leeville Public School, established in 1888, is a dynamic, rural small school approximately 10 kilometres from Casino.Enrolments for the school are drawn from the surrounding rural areas through to residents in the Casino area. 

As the school is drawing from a wide area, it is serviced by three bus runs. The school offers extended hours from8.15am – 4pm to cater to the needs of the families accessing these services.

The school has a stable and committed teaching staff who are dedicated to the learning needs of all students. As a smallschool, staff have a great understanding of all the students as individuals and cater for their complex and diverse needs.

Leeville PS has strong ties to the community and is involved in a very active Community of Schools (CLASS).Opportunities are regularly given to engage the students with their peers across this wider area.

Technology is a key aspect to our curriculum.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated that in the School Excellence Framework domain of Learning, through the analysisof the school data, we judged our progress as Sustaining and Growing overall.  The major piece of evidence used tosupport this was the implementation of Individualised Learning Plans (ILP’s) for every student within the school inaddition to the Personalised Learning Plans already in place for students with high learning support needs. Data fromschool surveys and discussions with the parent body have indicated that families feel that they understand the reportingprocess and are aware of the learning needs of their children. Identified goals for each child have given students,teachers and staff explicit and directed information to work towards student improvement.

The school is very proud of the relationships between students, teachers and families with wonderful feedback from thewider community and visitors within the school.

Students in the school are achieving value added results on external and internal  performance measures as supportedby our Business Intelligence reports and data collected in our ILP’s which reflects on progress throughout the school yearas well as from year to year.

School staff and the community are aware of and work harmoniously towards the implementation of the schools goals. 

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In the School Excellence Framework domain of Teaching, our evidence supported our overall assessment of Sustainingand Growing. 

Teachers actively collect data across the school year which is analysed on an individual and whole school basis. Thisdata is then used to inform the schools learning goals.  All teachers follow a strategic plan for collecting data so thatcomparisons can be made as the student progresses through the school years.  With the implementation of the ILP’s,student learning needs are being recognised and learning goals are implemented and reported on in a timely manner.

The schools well–structured PDP Framework for teachers has supported teachers to identify areas for improvement.Peer observations have been supportive and lead to relevant feedback which supports the implementation of qualityteaching across all KLA’s with a particular focus on Literacy and Numeracy.

Beginning teachers are supported, with all temporary teachers being given opportunities to participate in PL relevant totheir own identified areas of need.

Within the school there is a whole school approach to learning. Scope and Sequences for learning have been developedand implemented across KLA’s to ensure continuity across the school year and also from Kindergarten to Year 6.

The supportive nature of the current school staff and the wider CLASS/COLOURSS CoS group has formed great schooland interschool relationships where staff are supported to navigate the new syllabuses and develop high qualityprograms for use within the classroom.  The nature of our combined learning days is collaborative, with all teaching stafftaking responsibility for delivery and assessment of the content being taught. Staff expertise is utilised to build on theoverall understanding and expertise of the group.

The process indicated that in the School Excellence Framework domain of Leading, the school is operating at a level ofSustaining and Growing.

The school effectively engages with the community through a range of activities including the ILP’s, participation in arange of community events and through social media. Participation in Casino Beef Week events led to 1st place in thejudging of the Window and Dress up Competition with the theme “Around the World”, which included a range of CAPAactivities involving our Filipino community.  The school was highly regarded by the wider community for our success.

The addition of our 2 Facebook pages has led to positive feedback from current families as well as the wider community.

The ILP’s and updated student reports have enabled us to clearly identify and communicate expectations to thecommunity.

The collection of formal and informal survey data has shown a high level of satisfaction from the community regardingour progress, while also giving the community opportunity to provide constructive feedback.  Feedback is then reportedback to the community and clearly acted upon by the school staff. 

The school continues to update the technology available to staff and students. All classrooms have permanent access tocomputers and laptops within their classrooms, while there is a timetable in place for the class use of ipads to supportstudent learning.  Ipads are also used to gather data using “Seesaw” to track student learning as well as for students toaccess educational apps, present video responses and a range of other activities. Each classroom has recently updatedinteractive whiteboards to interactive TV panels.

The whole school continues on its journey to provide flexible learning spaces for all students, with longer term financialplanning being monitored to be able to support the continued provision of this.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements 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

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Strategic Direction 1

Student Learning

Purpose

To cultivate an environment where the delivery of a high standard curriculum inspires students to achieveand bemotivated and challenged.

Students will be encouraged to be independent life–long learners and will be provided with opportunities to achieve theirpersonal potential.

Overall summary of progress

2016 has been a year of growth for students and staff.  The introduction of ILP's for every student has led to studentstaking greater responsibility for their own learning, identifying their strengths and weaknesses.  Staff have been able touse the data collected to provide more individualised, relevant learning opportunities for students.

While still in the process of full implementation, PBL strategies and structures have been embedded into the curriculumand learning structures within the school.  Throughout the year we attended Professional Learning opportunities andinvolved the students and families in the selection of our expectations and school mascot.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

The PBL school wide evaluationtool will be used to reviewimprovements in practice andschool behaviour

Surveyed school community re expectations andsetting expectations.

Identified specific areas in the school to build thematrix

Started using Class Dojo as a behaviourmanagement system.

$1000 teacher release

PLP’s are relevant and reviewedregularly to support everystudent. Students showcontinuous improvement alongthe Literacy and NumeracyContinuums.

PLP's set up by term 2 2016 with input from staff,students and parents.

Data collected and reviewed to see student growth

PLAN data regularly updated

$2000 teacher release

Next Steps

PBL will continue to be embedded across the school.  In 2017, planned SDD's will follow on with developing lesson plansand signage.  A review of the efficacy of the behaviour rewards system will be undertaken with a systematic pointssystem put in place for student goals throughout the year.  A focus on determining minor/ major behaviours in students isa priority for consistent teacher judgement.

PLP's (now ILP's) will continue into 2017.  The Principal is enrolling in a course to gather more information on how toimprove the ILP documents.  Reviews of current content to take place.  QTSS funds to be used in 2017 to supportteaching staff to keep ILP's updated and relevant.

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Strategic Direction 2

Leadership

Purpose

To build staff capacity to meet the diverse and changing needs of our students. All staff will have high expectations ofthemselves and others. Staff will be involved in  meaningful and relevant learning opportunities to strengthen and buildon best practice for all students.

Overall summary of progress

All staff participated in professional learning to support their PDP goals and in line with the school plan. Whole schoolscopes and sequences for KLA's were developed to ensure learning had a flow on effect across all year levels.  In 2016,Leeville PS was selected to be externally validated which was a very positive experience for staff. All staff workedtogether to analyse data and complete the SEF.  Staff expectations of themselves and others were raised as part of thisprocess and we have seen great progress within the classroom and across the school community.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Teaching Staff regularly andeffectively update and utilisePLAN data in the formofILP/PLP’s.

PLAN data updated regularly and transferred intomeaningful learning opportunities for students bystaff.

$500 teacher release

100% of staff share innovativepractice and have PDP’s that arealigned with school priorities,demonstrate reflective practiceand are aligned with the SchoolPlan to guide professionallearning, practice and capacity tomeet accreditation requirementsand improve student learning.

 

Regular peer observations within the classroomwere conducted to reflect on learning and progress.

Staff met regularly to ensure practice aligned withthe school plan.

Accreditation folders for beginning teachersdeveloped to support BT's

Systematic plan for PDP's and showing progressdeveloped.

$1500 teacher release

Next Steps

Assess the PDP process to determine what worked well.  Build upon the PL learning opportunities as well as introducenew PL dependant on teacher and school plan needs.  Beginning teacher funding available in 2017 – to be utilised withsupport from the Teacher Quality Advisor, a position that remained unfilled for 2016 therefore delaying our PL needs.

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Strategic Direction 3

Strong Community Partnerships

Purpose

To build positive and productive partnerships and collaborations within our school community so that learning outcomesof students continually improve.

Overall summary of progress

Leeville PS has strong community support.  During 2016 our aim was to provide families with a greater understanding ofstudent learning with all students having access to ILP's.  In addition to this we were able to increase the engagementwith parents of students with higher support needs.  We reviewed our current learning and support process to ensureregular meetings took place and that families were offered additional support outside of school as needed.  SchoolCounsellor support one day a fortnight was a welcome addition during 2016.

In consultation with the P&C a playgroup was developed and is held within the school grounds every 2nd week. 

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increased number of studentsand families accessing effectiveschool based and interagencysupport.

LaST support had a focus on identifying studentsneeding additional support.

School counsellor allocation increased to 1day/fortnight – giving greater access to assessstudent needs.

Increased engagement of parentsin targeted interactions to supportstudent learning and well–being.

3 way ILP – parent, teacher, student meetings wereattended by over 70% of families.

All student ILP's had parent input into strengths,weaknesses and goals for individual students.

Regular meetings with LaST, relevant agencies,Principal and classroom teachers for students withadditional learning needs

$2000 teacher release

Increased Communityinvolvement in programs offeredby the school.

New playgroup set up – once a fortnight within theschool grounds, run by P&C in consultation with theschool.  Well utilised by local families.

$1000

Next Steps

Continue to develop the ILP process with consultation with parents and students. 

Playgroup – look at ways to increase participation. 

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Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading SLSO utilised in the classroom setting tosupport learning needs.

$2500.46 – SLSO funds

• Aboriginal backgroundloading ($0.00)

Low level adjustment for disability Funding was used to reduce class sizes tosupport students.

$4177 – temporary teacherfunds

Quality Teaching, SuccessfulStudents (QTSS)

Funding was used to support theimplementation of the ILP program within theschool giving time to staff to collate andassess data.

4 days teacher funding

Socio–economic background Funding was used to reduce class sizes tosupport students, allowing teachers to providea more individualised, differentiated program.

$30645.16 temporaryteacher funds

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Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 25 22 25 21

Girls 27 28 25 23

Student attendance profile

School

Year 2013 2014 2015 2016

K 87.9 78.1 89.6 95.1

1 86.5 95.9 87.1 91.8

2 97.7 87.2 98.5 85.1

3 94 96 89.5 97.1

4 91.1 84.1 96.5 87.5

5 90.9 94.4 93 97.2

6 88.1 92.4 94.6 89.2

All Years 90.7 90.2 92.4 91.4

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

Student attendance in comparison with the State  islower for some year levels.  The school hasimplemented an attendance reward system wherestudents are put in to a weekly raffle draw for arriving toschool on time, while there is also an attendance awardgiven out on a term basis for good attendance.

Class sizes

Class Total

K/1 17

CLASS 2/3 16

4/5/6 16

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 1.25

Learning and Support Teacher(s) 0.3

Teacher Librarian 0.17

School Administration & SupportStaff

0.9

Other Positions 0.02

*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 the year consisted of apriority towards Beginning Teacher staff. This year theschool had two beginning teachers. These staffparticipated in a Beginning Teacher weekendconference in Coffs Harbour. Unfortunately there wasno additional support available to our school forTeacher Accreditation support, however the schoolundertook internal training to prepare Beginningteachers for the process of Accreditation.

Major Professional learning for teaching staff was 7Steps to Writing Success and PBL training andimplementation.  Other Professional Learning includedTEN training for new staff as well as Austswim.  SASSstaff attended a range of training including RAM,LMBR, Development and Leadership and others.    

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Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 87 887.44

Global funds 59 916.40

Tied funds 92 633.45

School & community sources 12 908.88

Interest 1 795.43

Trust receipts 2 800.50

Canteen 0.00

Total income 257 942.10

Expenditure

Teaching & learning

Key learning areas 8 509.09

Excursions 3 210.01

Extracurricular dissections 13 419.85

Library 647.51

Training & development 2 442.95

Tied funds 92 452.18

Short term relief 4 748.43

Administration & office 20 855.93

School-operated canteen 0.00

Utilities 12 285.18

Maintenance 8 026.05

Trust accounts 2 693.50

Capital programs 11 430.00

Total expenditure 180 720.68

Balance carried forward 77 221.42

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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.

Due to small numbers of students, we are unable tocomment on Literacy NAPLAN data as this may identifyindividual students.

Due to small numbers of students, we are unable tocomment on numeracy NAPLAN data as this mayidentify individual students.

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.

. 

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.  Thisyear, as an external validation year – we soughtresponses from the whole school community. Following last years survey results, we made changesto the way we reported to parents and students onstudent learning.  As a result of these changes, we thenresurveyed families to determine how they felt the newILP system was working.

100% of responses indicated that parents were clearabout their child's strengths and weaknesses andthat they received strategies to help their child achievetheir goals. They believed that teachers were good atencouraging their child to learn and that the reportswere easy to understand.

90% of responses indicated that the process madethem more confident in the schools assessment andreporting process and that they were happy with thecurrent report format. The other 10% were unsure.

Policy requirements

Aboriginal education

Leeville Public School received $2500 in AboriginalBackground Funding for 2016.  Funds were utilised toemploy an SLSO in a part time position to giveadditional support in the classroom for our students.

Aboriginal perspectives have been taught across allKLA's.  In particular these have been taught duringHistory lessons, with the purchase of local resourcebooks to teach students about our local Aboriginalculture.

NAIDOC week celebrations were carried out in theschool.

Multicultural and anti-racism education

Culturally inclusive teaching practices and explicitteaching of the multicultural aspect of Australian societyis incorporated into the curriculum through classthemes, discussion and activities based around theweekly BTN program.

Students participated in Beef Week celebrations basedon our chosen theme of Asia.  Students researchedand learnt about a wide range of cultures with singing,dancing and cooking a part of our winning entry.

PBL strategies have been implemented and included inthe school culture with all students having an input intothe process.

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