2017 Manildra Public School Annual Report · 2018-04-10 · Manildra Public School Annual Report...

Manildra Public SchoolAnnual Report

2017

2465

Printed on: 10 April, 2018Page 1 of 16 Manildra Public School 2465 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Manildra 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.

Jan–Maree Stanford

Principal

School contact details

Manildra Public School2100 Packham DriveManildra, 2865www.manildra-p.schools.nsw.edu.aumanildra-p.School@det.nsw.edu.au6364 5055

Message from the Principal

I am proud of the academic achievement of our students and the ongoing success of the strategies being implementedby the school to create high quality learning experiences for our students.

Our school’s success is underpinned by three key elements that promote quality learning and teaching programs that ourstudents,staff and parents/ carers value and appreciate.

We have a highly dedicated staff who work together to provide an inclusive environment where all students are nurturedand encouraged to achieve their personal best. Our students are motivated to learn and participate in a wide range ofeducational opportunities provided for them at school. Manildra Public School enjoys tremendous support from ourparents and the local community.

Manildra Public School provides a stimulating, supportive and safe learning environment with very experienced,hardworking and dedicated staff.

2017 was a highly successful year. Students had the opportunity to achieve in many areas including: • Pleasing Naplan results • Quality instrumental and singing programs enjoyed by parents and the community • OSSA School Spectacular • Major school carnivals with St Joseph’s Manildra and Orange Small School’s Association (OSSA)including

athletics, swimming and cross country with participation across K–6 • K–6 Presentation Evening • The Virtues Program • Live Life Well @School program • Indigenous Cultural Infusion Day • ANZAC DAY • School fruit and vegetable garden activities • OSSA PSSA representation • Intensive Swimming lessons • AMUSU THEATRE film festival • Annual excursion to Broken Bay Sport and Rec Camp • Dance Eisteddfod – 1st Place Stage One 3rd Place Senior class • Singing Eisteddfod– 1st Place • Instrument Eisteddfod – 3rd Place


I would like to thank the hard working school community who support the students and staff in a wide variety ofways through their participation in school programs and activities. They help the school in fundraising, Mondaycanteen and the P and C.

This year has been very productive and enriching with many highlights and successes to celebrate. The supportand assistance of our parents and the community has been an essential component of a welcoming productiveschool.

The support and hard work of our P and C has been much appreciated.

Each and every staff member in our school is significant to the development of each student. It is the value placedon each individual who influences our school progress and development.

Our caring school offers opportunities to all, so that students can be themselves. Our goal is to promote anddevelop a positive approach across the staff and school.

Our partnerships with the community aim to promote the educational, personal, social and civic values shared byall of us in Australian Society. Such values ensure that this school environment which is not only safe and happy,but also free from discrimination.

I strongly and proudly commend the students for their promotion of good will in the school and their involvementwithin our school community.

Our students’ good will and work ethic has been acknowledged by staff, visitors, parents and the broadercommunity.

Details of many highlights are included in this report and I hope you enjoy reading about the children’s

and the school’s achievements. I thank everyone who contributed information to this report.

Jan–Maree Stanford , Principal •

Message from the school community

2017 has been another successful year for Manildra Public School and the P&C. We have continued to raise muchneeded funds for the conversion of our COLA and have progressed by engaging the services of a draftsman. We lookforward to seeing the plans for our school hall which will enable us to apply for grants and hopefully received a largefunding boost.

Our activities this year included catering for the Manildra Show, Cudal Campdraft and the Manildra Rhinos PresentationEvening. Large catering events such as these maybe hard work, but prove very profitable for the P&C. Thank you to allof the parents/grandparents and friends of the school community who get in and help out.

We also held various raffles, a pie drive, cookie dough drive and the annual Father’s Day and Mother’s Day stalls. Allgreatly successful.

We are continuing to work with Cabonne Council towards the establishment of the Before and After School Careprogram. We are hoping this is up and running at the beginning of 2018.

On behalf of the school community I would like to thank the school staff for their continued dedication to our school andstudents. In particular, their commitment to our extra–curricular activities such as the Orange Eisteddfod, OSSA SchoolSpectacular and the Broken Bay excursion. These are all wonderful opportunities for our children that simply would nothappen if our staff did not have such a passion and dedication to our school.

Thank you to the P&C committee for their continued commitment to our school. Manildra Public School and the widercommunity can be proud of the community spirit that we display. We have a wonderful school community which iscontinuing to grow and we look forward to welcoming our new families in 2018.

Renae Allcorn

Manildra Public School P&C

President


Message from the students

The 2017 school year was full of interesting sports achievements, fun excursions and exciting performances.

Lachlan got to represent our school at STATE level for swimming. We went to Broken Bay Sport and Rec Camp for aneducational and action packed excursion of 5 exciting days.

We also enjoyed lots of fun performances and special days including: • Count Us In • Anzac Day March • Cultural Infusion Day – Aboriginal for a Day • Book Fair, Parade and BBQ • Banjo Patterson Performance • Orange Eisteddfod • Education Week Open Day • Presentation Evening

Year 6 Leaders – 2017

Isabell Salter, Caylor Howarth and Keisha Meharg


School background

School vision statement

Manildra Public School aims to develop motivated, confident, lifelong learners who are able to meet the challenges of anever–changing world.

We want our students to be good citizens who are actively involved in their local communities and the world aroundthem.

School context

Manildra Public is a PP 5 school with a teaching Principal, a second full time teacher and a part time librarian. Manildra issituated 30 minutes’ drive from Orange and Parkes. Manildra has 2 classes, a primary and an infant’s class. Thestudents come from families based in the township of Manildra and from farms and surrounding districts.

Enrolments have been steadily rising over the past 5 years.

Manildra is home to the largest flour mill in the southern hemisphere and a canola mill and plays a vital role in the town,especially in regards to employment.

There is another small school in the town, which caters for the majority of Catholic families in the township. The studentsmix extremely well and there is many cross school friendships.

Manildra Public School has had a strong technology focus for the past nine years resulting in students who have highend computer and internet skills. The students in the senior class all sit at their own computer and have an ipad.Students use these devices everyday.

At Manildra Public we aim to provide a centre of learning where excellence, high achievement and creativity will enableour students to contribute to the global community.

We will strive to: • Create a leading education setting that promotes 21st Century learning and boasts a state of the art school that

assists in the delivery of innovative programs. • Create an environment where students take responsibility for their own learning. • Motivate independent student who exhibit positive attitudes and quality practices • Develop highly skilled staff who are equipped and resourced for 21st Century learning and teaching • Create a challenging and comprehensive curriculum that promotes high achievement for all students • Develop moral, ethical, cultural, physical and emotional values in our students. • Sustain a vibrant, supportive innovative and positive environment. This vision is embedded throughout our school

rules and values.

Rules: • Respect • Responsibility • Achievement

Values: • The Virtues Program

This shared vision between staff, students and the community will ensure Manildra Public School can achieve alearning culture of high achievement and 21st Century learning across all areas of education. Manildra PublicSchool is proud to be a part of the Orange Small Schools Association (OSSA) which involves 12local publicschools.


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. –

The school's on–balance judgement for this element is: Sustaining and Growing

There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.Well–developed and current policies, programs and processes identify, address and monitor student learning needs.

Learning: Wellbeing –


The descriptors chosen are: Sustaining and Growing

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 areevident in every learning environment, providing students with opportunities to connect, succeed and thrive that arerelevant to their stages of learning and development.

Learning: Curriculum and Learning –


The descriptors chosen are:

Delivering – School plans elaborate on what all students are expected to know, understand and do. The school providesa range of extra–curricular offerings for student development. Teachers differentiate curriculum delivery to meet theneeds of individual students.

Sustaining and Growing – Curriculum provision is enhanced by learning alliances with other schools and organisations.The school actively collects and uses information to support students’ successful transitions. There are systematicpolicies, programs and processes to identify and address student learning needs.

Learning: Assessment and Reporting –


The descriptors chosen are:

Delivering – The school analyses internal and external assessment data to monitor, track and report on student andschool performance. Parents are updated on the progress of their children.

Sustaining and Growing – Student reports contain detailed information about individual student learning achievementand areas for growth, which provide the basis for discussion with parents. Students use assessment and reportingprocesses to reflect on their learning. The school has analysed school performance data and a range of other contextualinformation and is aware of trends in student achievement levels. Parents have an understanding of what their childrenare learning and receive regular information to support progress onto the next level.

Learning: Student Performance Measures –

The school's on–balance judgement for this element is: Delivering

The descriptors chosen are: Delivering

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. All classrooms are well managed, with wellplanned teaching taking place, so that students can engage in learning productively, with minimal disruption.

Sustaining and Growing – Teachers provide explicit, specific and timely formative feedback to students on how toimprove.

Teaching: Data Skills and Use



Teachers analyse and use student assessment data to understand the learning needs of students. School analysis ofstudent performance data is provided to the community on a regular basis. The school leadership team regularly usesdata to inform key decisions.

Sustaining and Growing – Assessment instruments are used regularly to help monitor student learning progress and toidentify skill gaps for improvement. The school leadership team engages the school community in reflecting on studentperformance data.

Teaching: Collaborative Practice


The descriptors chosen are: Sustaining and Growing

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 toimprove teaching practice. Processes are in place to provide formal mentoring or coaching support to improve teachingand leadership practice. The school identifies expertise within its staff and draws on this to further develop itsprofessional community.

Teaching: Learning and Development



Beginning and early–career teachers are provided with targeted support in areas of identified need. Analysis of theteaching team identifies strengths and gaps, with succession planning in place to build staff capabilities and recruit staffwith particular expertise to deliver school improvement targets.

Sustaining and Growing – Teachers actively share learning from targeted professional development with others. There isa particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focusedon building teachers’ understandings of effective teaching strategies in these areas.Teachers are actively engaged inplanning their own professional development to improve their performance.

Teaching: Professional Standards



The school has a culture of supporting teachers to pursue higher–level accreditation. Teachers are committed to theirongoing development as members of the teaching profession. Teachers demonstrate currency of content knowledge andteaching practice in all their teaching areas.

Sustaining and Growing – Teachers demonstrate responsibility, adaptability and ethical practice in working towards theschool’s goals.Teachers work beyond their classrooms to contribute to broader school programs.


Leading: Leadership



Links exist with communities of schools, other educational providers and other organisations to support the school’sprograms. The school’s leadership strategy promotes succession planning, distributed leadership and organisationalbest practice.

Sustaining and Growing – The school solicits and addresses feedback on school performance. Leadership developmentis central to school capacity building. The school has productive relationships with external agencies such as universities,business, industry and community organisations to improve educational opportunities for students.

Leading: School Planning, Implementation and Reporting



An evidence base, drawn from the collection and analysis of learning and development data, is used to reviewperformance annually.Planning and implementation includes processes for resource allocation, professional learning,performance monitoring and reporting. The school acknowledges and celebrates a wide diversity of student, staff andcommunity achievements

.Sustaining and Growing – There is broad understanding of, and support for, school expectations and aspirations forimproving student learning across the school community. Staff are committed to, and can articulate the purpose of, eachstrategic direction in the school plan. Monitoring, evaluation and review processes are embedded and undertakenroutinely.Clear processes, with accompanying timelines and milestones, direct school activity towards effectiveimplementation of the school plan.

Leading: School Resources



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

Sustaining and Growing – 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.

Leading: Management Practices and Processes



Accountability practices are tied to school development and include open reporting to the community. The schoolleadership team creates an organisational structure that enables management systems, structures and processes towork effectively and in line with legislative requirements and obligations. All school staff are supported to develop skillsfor the successful operation of administrative systems.

Sustaining and Growing – There are opportunities for students and the community to provide constructive feedback onschool practices and procedures. Streamlined, flexible processes exist to deliver services and information and strengthenparental engagement.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Implementation and Progress Monitoring

Purpose

Overall summary of progress

Quality teaching, assessment and the use of effective feedback have been a key professional learning focus in Literacyand Numeracy during 2016. To achieve this strategic direction teachers have been trained in three important Literacyand Numeracy initiatives– Targeting Early Numeracy, L3and Ten will be completed during 2016. These initiatives arehaving a significant impact on student learning, particularly in the early years of schooling.

Growth Coaching completed by the Principal and stage one teacher has led to more focused and strategic approachesfor guiding professional learning and development of staff.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Next Steps

· Professional learning to be undertaken in the use of PLAN , Smart and Scout software.

· Engage the staff in data collection so children are placed accurately on the Numeracy and Literacy Continuums.

· Purchased permanent Literacy and Numeracy Continuum White Boards




Purpose


Our staff collaboratively looked at planning using the new syllabus documents. This year at term one and two staffdevelopment days, the English, History and Technology syllabus documents were the centre of professional learningsessions. A review of programming using the English syllabus was conducted along with an introduction of the newHistory syllabus. They provided strategies that can be incorporated into K– 6 classrooms.TheL3 program resulted in ahigher level of student achievement in reading and writing.





Next Steps

• Professional Learning Plans targeting LMBR need to be updated for 2018 • Continuation of (OSSA) meetings looking at accreditation




Purpose


The plan in 2017 was to review and evaluate our welfare policies and community consultation. A range of initiatives werelooked at and implemented with some targeted for 2017.

During 2017 The Virtues and Well Being Programs were continued. The impact was extremely pleasing. Thecommunication from parents provided some feedback on practice and areas of growth and improvement.

The digital communication through the Manildra School App School Stream has experienced pleasing success.





Next Steps

During 2018 we are planning excursions to local industries including the flour mill, canola and bag factories.

The students will also hold a BBQ once a term at the local park on the main street to raise money towards schoolexcursions and resources.

We will also give brief talks and have displays of what is happening at Manildra Public School.

The continuation of the successful Manildra School App as a form of community communication.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading

Socio–economic background

Support for beginning teachers


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 9 14 19 25

Girls 16 21 19 18

Student attendance profile

School

Year 2014 2015 2016 2017

K 98.3 96.8 94.1 97.3

1 97.3 96.3 95.8 94.1

2 93.1 97 94 97.8

3 94.9 95.3 95.9 99.8

4 94.3 93.7 98.4 97.5

5 95.5 95.1 95.3 98.6

6 95.2 95.4 96.2 97.1

All Years 95.6 95.8 95.5 97.2

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

All students who are enrolled at school, regardless oftheir age, are expected to attend school every day.

Section 22 of the Education Act(1990) outlines the legalrequirements for compulsory schooling.

Manildra Public School's Attendance Policy reflects theDET School Attendance Policy and the schoolattendance procedures as they apply to Manildra PublicSchool.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 1.28

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.1

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

0.95

Other Positions 0

*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 0

Professional learning and teacher accreditation

All teachers participated in a number of professionallearning activities throughout the year. Teaching staff were trained in Seven Steps to Writing Success, theEnglish Curriculum and L3.

The Relieving Principal had professional learning onCore Financial Literacy, consultative Decision Making,and Introduction to leadership Coaching.

All staff were trained in the Disability standards forEducation, CPR and Anaphylaxis. 50% of staff holdstheir senior First Aid Certificate.

Staff development days covered compulsory onlinecourses. 100% of teachers are looking at theirrequirements for accreditation so that we can all beaccredited in the required time.


Beginning Teachers

During2017, we had 1 permanent beginning teacher inour workforce. Funds for Miss Mcanally have beenspent largely on L3 and release time to developprograms and strategies to provide a quality educationfor the Stage One class. We also invited our 11Kindergarten students for2018 to attend school everyFriday for transition. A relief teacher was employed toteach the present K, 1 and 2students. Miss Mcanallyhas also visited other schools for observation lessons.

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

A full copy of the school’s2017 financial statementistabled at the annualgeneral meetings of theparentand/or community groups. Furtherdetailsconcerning the statementcan be obtained bycontactingthe school.

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 92,182

Appropriation 79,080

Sale of Goods and Services 692

Grants and Contributions 12,407

Gain and Loss 0

Other Revenue 0

Investment Income 4

Expenses -74,223

Recurrent Expenses -74,223

Employee Related -37,231

Operating Expenses -36,992

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

17,959

Balance Carried Forward 17,959

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending(e.g. accommodating leave, illness, savings forplanned capital expenditure)

• intended use of funds available>Delete text not required.

Financial summary equity funding

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


2017 Actual ($)

Base Total 439,524

Base Per Capita 5,807

Base Location 14,467

Other Base 419,250

Equity Total 46,647

Equity Aboriginal 10,243

Equity Socio economic 22,560

Equity Language 1,233

Equity Disability 12,611

Targeted Total 10,440

Other Total 2,749

Grand Total 499,360

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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.

This year we had 6 students in Year 3, and 3 studentsin Year 5. The results are not able to be reported ondue to the small cohort of the group. The parentsconcerned have received a copy of their child’s resultsand had the opportunity to discuss them with theteaching staff.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

<Use this text box to comment on mandatory reportingrequirements in accordance with the Premier'sPriorities: Improving education results and State

Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands>

Delete text not required.

Policy requirements

Aboriginal education

At Manildra Public School we believe teachingAboriginal student’s needs to convey a “relatedness”,which is a key feature of Aboriginal world views. Itstems from the connectedness to every living thing,which is the foundation of Aboriginal tradition, cultureand spirituality. When studies are relevant to thestudents and applicable to everyday activities ourresults improve significantly.

We want all students at Manildra Public School toDREAM BIG and REACH FOR THE STARS!

During2018 the Principal and teachers will attend theAboriginal Pedagogies Course. 8 ways Unit PlanningModule which is a number of planning sessions inwhich teachers are supported to include a planning unitusing Aboriginal Pedagogies and design lessons basedon Aboriginal Learning processes.

All children study Aboriginal Culture in HSIE andEnglish units.

The students of Manildra Public School attended aCultural Infusion Day – Aboriginal for a Day with thelocal Catholic School. They had a wonderful daylearning about the traditions as they participated inactivities such as dancing, painting and history lessons.

Multicultural and anti-racism education

All students from Manildra Public School are very activeparticipants in multicultural programs. It is with this inmind that we need to look at cultures as valued withhigh importance. History and Geography syllabus’ andunits provide the vehicle to study other cultures andencourages attitudes of tolerance and respect for thosedifferent to themselves. Mr Moody a volunteer teachesFrench and Geography each Tuesday afternoon.

Respect and Responsibility:


The Manildra Public school community highly valuesparticipation. The school Welfare Policy emphasizesindividual responsibility and respect for others.Courtesy is considered a high priority and studentsoften receive awards for manners etc at our weeklyassembly.

Each year the school supports the community’s ANZACmarch and commemorates Remembrance Day.

During2017 Manildra Public School continued theVirtues program which has been highly successful.

Character is destiny. Virtues are the content of ourcharacter. The Virtues Project nurtures our children inthe skills and qualities they need to be successful inschool and in life. Although they are the oldestpractices in the world, virtues are essential to the truegoal of education– intelligence.

We believe the students of Manildra have beautifulvirtues.


Date post:	22-May-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

2017 Manildra Public School Annual Report · 2018-04-10 · Manildra Public School Annual Report...

Documents