2016 Stockinbingal Public School Annual Report...Page 4 of 16 Stockinbingal Public School 3109...

Stockinbingal Public SchoolAnnual Report

2016

3109

Printed on: 1 May, 2017Page 1 of 16 Stockinbingal Public School 3109 (2016)

Introduction

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

Colin Trickett

Principal

School contact details

Stockinbingal Public SchoolBritannia StStockinbingal, 2725www.stockinbin-p.schools.nsw.edu.austockinbin-p.School@det.nsw.edu.au6943 1477

Message from the Principal

Detailed accounts of the schools activities are available on the school website in newsletter archives.

We have continued our journey of developing students with 21st century capabilities, with students constantly providedwith multiple opportunities to develop these skills and capacities. Through HOW2Learn, Genius Hour, Storypathing, ourparticipation in Creative Catchment Kids Enviro stories program, students have been immersed in learning that haspromoted creativity, collaboration, critical thinking, communication, citizenship and character education. These are thecapacities that we value at Stockinbingal Public School, because we know that these are the things our students willneed, to be successful in an ever–changing 21st century.

The staff at Stockinbingal Public School continually strive to provide academic challenge, while fostering the well–beingof every student, and I thank them for their efforts throughout 2016.

Our small but committed Parents and Citizens Association has once again worked as a great team in the best interest ofthe students, providing generous contributions which have allowed all students to benefit.

With the continued support of staff students and community I look forward to another highly successful year in 2017.


School background

School vision statement

Stockinbingal Public School believes that school should be an enjoyable, inclusive environment that provides endlessopportunities for all students to reach their potential academically, socially and physically.

School context

Stockinbingal Public School is a vital, small school staffed by highly qualified, dedicated professionals, who deliverquality educational programs tailored to the individual academic needs of its students. Small class sizes, focusedteaching and high expectations give every student the opportunity to be a successful learner and reach their potential.Effective support programs are developed for children identified with special needs and these programs are monitored byan experienced, caring learning support team. A strong and genuine bond between the staff, students and parentsensures our school maintains a positive, nurturing environment where the academic, social and emotional growth ofevery child is the focus. The welcoming, friendly, inclusive nature of the school is a standout feature that allows studentsto develop as strong, confident individuals in a safe, accepting environment. Stockinbingal Public School is very wellresourced, with Interactive whiteboards in all classes, a high ratio of computers to students and wireless accessthroughout. Stockinbingal Public School is the hub of the community, with an extremely supportive and dedicated parentbody who work side by side with the staff to ensure the best possible outcomes for their children. The school motto,'Loyalty, Honesty, Knowledge', reflects the schools core values and underpins all that we strive for in our school.


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

Learning Culture

All teaching staff understand that student engagement and learning are related, with the school communicating prioritiesfor strengthening both.

Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom,playground, hallways, canteen and assemblies.

School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students withdisability and students for whom English is a second language).

Attendance rates are regularly monitored and action is taken promptly to address issues with individual students.

Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring goodconditions for student learning.

Well–developed and current policies, programs and processes identify, address and monitor student learning needs.

Positive and respectful relationships across the school community underpin a productive learning environment, andsupport students’ development of strong identities as learners.

Wellbeing

Students are taught to accept responsibility for their own behaviours as appropriate to their age and level ofunderstanding, as expressed in the Behaviour Code.

The school encourages students to recognise and respect cultural identity and diversity.

School staff maintain currency of knowledge about requirements to meet obligations under Keeping Them Safe.

The school consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment.

Quality teaching and professional practice are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development.

Students care for self, and contribute to the wellbeing of others and the wider community.

Curriculum and Learning

Curriculum provision meets community needs and expectations and provides equitable academic opportunities.

The school has an effective plan for student transitions in place.

School plans elaborate on what all students are expected to know, understand and do.

Curriculum delivery integrates technology, library and information services.

Teachers differentiate curriculum delivery to meet the needs of individual students.

Curriculum provision is enhanced by learning alliances with other schools and organisations.


The school actively collects and uses information to support students’ successful transitions.

Teachers involve students and parents in planning to support students as they progress through the stages of education.

Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills

of all students, using evidence–based teaching practices and innovative delivery mechanisms where appropriate.

Assessment and Reporting

Individual student reports include descriptions of the student’s strengths and areas of growth.

Parents are updated on the progress of their children.

Student Performance Measures

The school achieves value–added results.

Students are at or above national minimum standards on external performance measures.

Students are showing expected growth on internal school performance measures.

Teaching

Effective Classroom Practice

Teachers regularly review and revise teaching and learning programs.

Teachers routinely review previous content and preview the learning planned for students in class.

All classrooms are well managed, with well planned teaching taking place, so that students can engage in learningproductively, with minimal disruption.

Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their ownteaching practices.

The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence basedpractice.

Data Skills and Use

Teachers analyse and use student assessment data to understand the learning needs of students.

Collaborative Practice

Executive, staff, faculty/stage, team and other meetings are used to review the curriculum and to revise teaching andlearning programs.

Staff regularly evaluate teaching and learning programs including the assessment of student outcomes.

Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular studentgroups.

Teachers provide and receive planned constructive feedback from peers, school leaders and students to improveteaching practice.

Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice.

The school identifies expertise within its staff and draws on this to further develop its professional community.

The school has embedded and explicit systems for collaboration, classroom observation, the modelling of effectivepractice and feedback to drive and sustain ongoing, school–wide improvement in teaching practice and studentoutcomes.

Learning and Development

Teachers participate in professional learning targeted to school priorities and their professional needs.


The school has effective professional learning for induction, teaching quality, leadership preparation and leadershipdevelopment.

The school has processes in place for teachers’ performance and development.

Beginning and early–career teachers are provided with targeted support in areas of identified need.

Teachers actively share learning from targeted professional development with others.

There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activitiesfocused on building teachers’ understandings of effective teaching strategies in these areas.

Teachers are actively engaged in planning their own professional development to improve their performance.

Professional Standards

Teachers understand and implement professional standards and curriculum requirements.

Staff attainment of professional learning goals and teaching requirements are part of the school’s performance anddevelopment processes.

Teachers are committed to their ongoing development as members of the teaching profession.

Teachers demonstrate currency of content knowledge and teaching practice in all their teaching areas.

Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals.

Teachers work beyond their classrooms to contribute to broader school programs.

The teaching staff of the school demonstrate and share expertise, have very high levels of contemporary contentknowledge and teaching practices, and rely on evidence–based teaching strategies.

Leading

Leadership

Parents and community members have the opportunity to engage in a wide range of school–related activities.

The school is committed to the development of leadership skills in staff and students.

Links exist with communities of schools, other educational providers and other organisations to support the school’sprograms.

The school solicits and addresses feedback on school performance.

The school has productive relationships with external agencies such as community organisations to improve educationalopportunities for students.

Staff have purposeful leadership roles based on professional expertise.

The school community is committed to the school’s strategic directions and practices to achieve educational priorities.

School Planning, Implementation and Reporting

Staff, students, parents and the broader school community are welcomed and engaged, when possible, in thedevelopment of the vision, values and purpose for the school.

The three–year school plan has annual iterations focused on achieving identified improvements.

The school articulates a commitment to equity and high expectations for learning for each student and is responsive tochanging needs.

The school plan aligns to local and system priorities and ensures responsiveness to emerging needs.

Planning and implementation includes processes for resource allocation, professional learning, performance monitoringand reporting.


The school acknowledges and celebrates a wide diversity of student, staff and community achievements.

There is broad understanding of, and support for, school expectations and aspirations for improving student learningacross the school community.

Clear processes, with accompanying timelines and milestones, direct school activity towards effective implementation ofthe school plan.

School Resources

School staffing ensures that full curriculum implementation and delivery requirements are met.

Systematic annual staff performance and development reviews are conducted.

The school’s financial and physical resources and facilities are well maintained, within the constraints of the schoolbudget, and provide a safe environment that supports learning.

School and other facilities are used creatively to meet a broad range of student learning interests and needs.

Workforce planning supports curriculum provision and the recruitment of high quality staff.

Strategic financial management is used to gain efficiencies and to maximise resources available to implement the schoolplan.

Physical learning spaces are used flexibly, and technology is accessible to staff and students.

Management Practices and Processes

The school leadership team communicates clearly about school priorities and practices.

Administrative practices effectively support school operations and the teaching and learning activity of the school.

Accountability practices are tied to school development and include open reporting to the community.

The school leadership team creates an organisational structure that enables management systems, structures andprocesses to work effectively and in line with legislative requirements and obligations.

All school staff are supported to develop skills for the successful operation of administrative systems.

There are opportunities for students and the community to provide constructive feedback on school practices andprocedures.

Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement.

Practices and processes are responsive to school community feedback.

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

Reflective, skilled, motivated learners.

Purpose

Develop reflective, skilled, motivated learners will equip students with the knowledge, understanding, skills and values totake advantage of the opportunities and face the challenges of the 21st century.

Overall summary of progress

Staff have embedded Genius Hour (Primary) and Storypathing (Infants), to develop the skills of Project Based Learning.Students are more comfortable using the open plan classroom and responsive furniture to choose work spaces that suittheir learning. Students are more competent in using the iMaths program which features inquiry based problem solving todevelop mathematical competencies. All of these activities are designed to develop 21st century capabilities. .

Focused conferencing for all students is being implemented in the infants class using I Can statements based on theLiteracy and Numeracy Continuums. Conferencing in the senior class is being developed with group and individualconferencing becoming more regular.

Students were involved in developing the habits promoted through How2Learn, and showed a clear understanding ofhow these applied to their own learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increased use of 6Cs and H2Lhabits in student learning asevidenced by classroomobservation and student survey.

Students are continuing to build the use of 6Cs andHow2Learn habits through their engagement inGenius Hour and Storypathing activities in class.

Students are able to use the language ofHOW2Learn and relate the habits to their ownlearning.

Use of 21st century rubrics to develop studentunderstanding of the 6Cs.

Improved knowledge,understanding and skills of allstudents evidenced by 80 % ofcohort achieving above StateAverage Literacy and Numeracytarget.

All students plotted on Sentral and PLANcontinuums showing one years growth for oneyears teaching, with the majority of studentsachieving at state targets

$645 Maths Texts

Improved conferencingprocesses lead to increasedstudent understanding of how toimprove their learning.

All students involved in conferencing related tolearning goals using continuum data.

Infants conferencing process embedded as part ofL3 training.

Students understanding of their learning and whereto next is becoming more evident in conferencingdiscussions.

$100 Student conferencingFolders

Increase students in top 2 bandsin Literacy and Numeracy by 8%by 2019, with 30% increase inAboriginal students.

Student numbers in cohort make this measuredifficult to determine by percentage.

Next Steps


In 2017 Stockinbingal Public School will focus on the development of How2Learn habits, dispositions and language intheir classroom practices to build these competencies in all students. We will continue to build on the conferencing of allstudents using the continuums. to create a student centred learning focus within all classrooms, where students have aclear understanding of where they are as a learner and what they need to focus on to progress to the next level.



Best practice pedagogy

Purpose

Develop 21st century–focused teaching strategies and competencies will allow the teacher to fully engage the studentsin a way that is meaningful, student focussed and designed to maximise lifelong learning.


Staff completed an inservice with Cootamundra Public School based on developing assessment strategies against thecontinuums, as well as reviewing Assessment of, for and as learning. Staff developed a better working understandingof continuum tracking through school visits to use Sentral and PLAN to plot and update all students . Staff used theProfessional Development Plan (PDP) and Lesson Study as the basis for all professional learning, which enabled allteachers to access required inservicing and build their skills with collegial support.




Improved teacher understandingand implementation of,assessment for learning,assessment as learning andassessment of learning.

Review of Literacy and Numeracy continuums.Tracking of students against continuum markers.

TEN training for infants teacher, with TENstrategies now being implemented in K/2classroom.

Lesson Study completed focusing on chosenpedagogy developing student learning exhibiting21st century capabilities.

Staff member completed HOW2Learn in serviceand upskilled other staff in the delivery of thisprogram.

Purchase Serntral $2000

SLSO 4hr p/w $6 576

5 x teacher release days $2250

In–service costs includingcourse costs, teacherrelease, accommodation $4670

Increased use of evidence basedpractice in delivery of teachingprogram.

Student work samples assessed against continuummarkers. All students plotted on continuum to guidefuture learning experiences.

Review of student learning using consistent teacherjudgement to update student data on literacy andnumeracy continuums.

Programs reflect a variety of assessment processesand products

In service on 'EvaluativeApproach to Innovation'

4 x teacher release days$1800

Improved teacher understandingof conferencing process to buildstudent understanding of how toimprove their learning.

Attended combined in service at CootamundraPublic School regarding assessment practices andthe use of continuums for assessment.

Next Steps

Assess teacher use of data in determining teaching directions and develop PDP's to increase understanding of data tosupport teaching. Use EAfS instructional leader to develop data driven teaching strategies. This will lead teaching staff toimplement an evidence–based process of monitoring and assessing to inform teaching and learning.

Teachers will be surveyed on HOW2Learn habits and dispositions to determine knowledge and level the impact in theteaching and learning cycle. Teachers will collegially develop an understanding of the HOW2Learn processes and how toimplement these in classroom through staff development sessions. This will lead teaching staff to consistentlyimplement HOW2Learn in the teaching and learning cycle.



nclusive informed community.

Purpose

Develop a whole school community approach that is collaborative, informed, student focussed, forward thinking, andresponsive to the changing educational landscape, to support teachers and students to achieve the best possiblelearning outcomes.





A culture of inquiry andinnovation , where creativeexploration and independentlearning are valued by staff,parents and students asevidenced by communityunderstanding and engagementwith the teaching and learningcycle through multiple reportingprocesses that allow parents tosupport their children..

Open invitation for parents to attend classes andobserve lessons.

Parents introduced to continuum data at three wayinterviews to clearly indicate student progress.

I can statements also used to indicatestudentprogress.

Closed Facebook group used to communicate withparents and document in class learning for sharingwith parents.

Next Steps

Continue to build the capacity of the school community to understand the continuums in order to assist student learningthrough parent in services. Staff to use collaborative feedback from three–way interviews to develop learningimprovement for students. The school will develop collaborative processes allowing parents to assist in the developmentof the school vision, strategic directions and annual school plan for 2018 – 2020.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading PLP's created for Aboriginal students toensure focused teaching and learning.

Cultural immersion excursion to BrungleEnvironmental Education Centre to develop aconnection with aboriginal culture.

2 x teacher release $940

Excursion funding $250

Low level adjustment for disability Review of literacy and numeracy continuumsand tracking of students against continuummarkers has allowed for data driven teachingand learning processes.

The introduction of problem based mathstexts and use of multi –lit program hasassisted in the development of mathematicaland literacy skills.

Introduction of conferencing for students toguide personalised learning has assistedstudents to understand their learning focus.

TEN training for K/2 teacher has allowed forthe implementation of TEN strategies withinthe K/2 classroom

SLSO 4 hours per week$6576

I can statements.

Learning journey folders$100

TEN training $300

Quality Teaching, SuccessfulStudents (QTSS)

Creation of lesson study activities focusing ona chosen pedagogy, developing studentlearning which exhibits 21st centurycapabilities, to promote teacherunderstanding and development.


Socio–economic background Partial funding of second teacher has allowedmaintenance of primary and infantsclassrooms to ensure targeted, stage basedteaching programs.

Introduction of problem based maths texts todevelop and numeracy skills, leading togreater engagement with maths activities.

Staff member attended a HOW2Learn in–service allowing full implementation of theprogramme within the school

Attended Professional development 'Writingin the middle years', building teacherawareness of the skills involved in thedevelopment of writing in stage three.

Implementation of new reporting systemhasallowed reports to be linked more closely withthe new curriculum.

Review of student learning using consistantteacher judgement to update student data onliteracy and numeracy continuums hasallowed students to take charge of developingnew learning goals

Excursion assistance for students to attendcultural excursion to Sydneyallowed allstudents the capacity to attend

Partial funding of 2ndteacher for terms 1 & 2

Maths texts $645

HOW2Learn in– servicecosts includingaccommodation, travel,casual teacher $4670

Writing in the middle years'in service costs $1020



Partial excursion funding$1148


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 19 9 15 13

Girls 15 9 10 12

Student attendance profile

School

Year 2013 2014 2015 2016

K 92.5 94 92.3 93.4

1 88.5 93.8 96.2 87.1

2 97.3 97.5 91.6 92.5

3 91.2 94.6 94.9 93.3

4 98.9 98.5 96.3 94.1

5 94.8 99.3 96.7 92.5

6 92.4 93.5 95.6 96.8

All Years 93 95.9 94.4 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

Class sizes

Class Total

K-1-2 10

3-4-5-6 14

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 0.13

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration & SupportStaff

0.75

Other Positions 0.42

*Full Time Equivalent

The school does not employ any indigenous personnel.

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 teachers at our school were involved in professionallearning activities in 2016.

Staff Development Day (SDD) term one includedmandatory training such as, face to face anaphylaxis,CPR, child protection and code of conduct. Term twoSDD involved a review of the Literacy and Numeracycontinuums and student PLAN data . Term three SDDinvolved all staff reviewing HOW2Learn strategies andplanning their implementation into classroom practice. Staff completed the HOW2Learn Train the Trainercourse to enhance our ability to achieve outcomesstated in our School Plan. Staff also completed TENtraining to build teacher capacity to deliver best practicenumeracy strategies in K/2 class. Staff completedthe Evaluative Approach to Innovation inservice topromote the use and measure the success of 21stcentury capacities in our school. Staff also completedthe Writing in the Middle Years course to promote abetter understanding of the skills and strategies neededto promote writing competency in stage 3 students.The principal also attended training related to thereforms, DEC expectations and LMBR implementation

All teachers are fully accredited and are currentlyaccruing professional learning hours to maintainaccreditation.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30/11/2016 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 33 768.40

Global funds 63 636.51

Tied funds 63 604.41

School & community sources 4 246.15

Interest 979.41

Trust receipts 2 671.23

Canteen 0.00

Total income 168 906.11

Expenditure

Teaching & learning

Key learning areas 5 685.57

Excursions 3 391.55

Extracurricular dissections 1 350.32

Library 1 582.93

Training & development 3 378.22

Tied funds 52 572.96

Short term relief 11 220.74

Administration & office 11 490.51

School-operated canteen 0.00

Utilities 9 209.67

Maintenance 5 068.33

Trust accounts 2 053.79

Capital programs 0.00

Total expenditure 107 004.59

Balance carried forward 61 901.52

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.

NAPLAN Literacy ( including reading, writing, spellingand grammar and punctuation)

Statistical data cannot be shown in graphical form dueto the number of students participating.

The majority of students in year three were above thenational minimum standards for reading, writing,grammar and punctuation. Spelling needs to becomean area of focus.

40% of students achieve proficiency for writing, with allother areas requiring focus to develop higher orderskills.

The majority of students in year five were above thenational minimum standards for all areas of literacy,with some students achieving proficiency bands inreading, grammar and spelling.

NAPLAN Numeracy ( including data, measurement,space and geometry, number, patterns and algebra)

Statistical data cannot be shown in graphical form dueto the number of students participating.

The majority of students in year three were above thenational minimum standards for numeracy with somestudents achieving proficiency.

The majority of students in year five were above thenational minimum standards for numeracy with somestudents achieving proficiency.

Focus still required to develop skills in all areas ofnumeracy.

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.

Unable to comment on mandatory reportingrequirements in accordance with the Premier'sPriorities: Improving education results and StatePriorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands as number of students falls under thereporting threshhold.


Policy requirements

Aboriginal education

Our school strives to include awareness raisingactivities to educate all students about Aboriginalhistory, culture and contemporary Aboriginal Australiathrough cross curricula programming.

In 2016 our school included texts with a specificAboriginal focus for study as literacy texts. Aboriginalperspectives were also included in HSIE units as part ofdeveloping our understanding of Aboriginal culture aswell as being the focus of our Creative Catchment Kidsstories program.

Students also completed a whole school excursion toBrungle Environmental Education Centre focusing onWiradjuri culture.

Multicultural and anti-racism education

Multicultural issues and perspectives are integrated intothe curriculum, with the emphasis on developing anunderstanding of the various cultures and theirdifferences.

As part of multicultural education within our school weparticipate in the annual Harmony Day celebration, witheach class immersing themselves in activities whichfocus on the basic need of getting along with others, nomatter their cultural background.

Our school also participates in the Country Women'sAssociation country study, in which students research adifferent country and complete a project forpresentation to our local CWA.

Senior students also participate in critical thinkingactivities relating to Behind the News stories with amulti cultural focus.


Date post:	13-Feb-2021
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

2016 Stockinbingal Public School Annual Report...Page 4 of 16 Stockinbingal Public School 3109...

Documents