Stockinbingal Public SchoolAnnual Report

2018

3109

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Introduction

The Annual Report for 2018 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 school community

It has been another busy and successful year for the Stockinbingal Public School P&C. It was kicked off in March withour annual woodcut. This is our major fundraiser for the year and our biggest organisational event that the P&Cundertake. It wouldn't be possible without the generous support from our parents, grandparents, carers, teaching staffand our wider school community. To everyone involved, we are truly grateful for the donation of either your time and/orequipment.

Other minor fundraising activities organised included the canteen at the school athletics carnival. Once again, we had agenerous supply of yummy baked goods to sell on the day kindly donated by parents, grandparents and teaching staff.

Thank you to the volunteers that also assisted with the serving.

We also held our very first Stockinbingal Hall Market Day BBQ back in October. We were a little bit rushed with theorganisation of this one but were able to pull it together on the day. Thanks to Skye for doing a fantastic job organisingthe BBQ and cooking for the most part on both these days.

All monies raised from our fundraising efforts continue to go back into the school to benefit all children. This year wehave continued to contribute to the school swimming scheme, excursions to Canberra, prizes for presentation night andwe are in the process of purchasing a fridge for the newly refurbished kitchen which adjoins Mr Trickett's classroom.

Thank you to all parents who supported our P&C this year.

Kimberley Reid

P&C President 2018

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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.

In the domain of Learning Stockinbingal Public School has embedded successful learning methodologies across theschool. The school is committed to a focus on building a learning culture of rigour and authentic assessment. Processesare in place to track the learning of students and targeted interventions support the learning needs of all students. Thereis a culture of collaborative teaching practice that ensures consistency in learning implementation and delivery ofcurriculum. There are clear plans in place that delineate the learning expectations for each grade. Students, through theHow2learn program, understand their role as a learner and the characteristics of a successful learner. Student mentalhealth is a focus of the Kids Matter Program designed to increase engagement and learning, respectful behaviours andwellbeing.

In the domain of Teaching staff have undertaken considerable professional learning in the use of assessment to informteaching and learning. Students are beginning to assess their own learning and plot their progress to guide futurelearning. The use of learning data underpins all teaching and learning. Future focused teaching and learning hascentered on the delivery of STEM based learning projects. These projects feature robotics and coding and are integratedinto teaching programs to support literacy and numeracy development.

In the Leading domain all staff have a collective responsibility to ensure strategic directions are implemented andimprovement measures are met. School resources are used effectively and innovatively to ensure that learning isoptimised. Additional support staff have been engaged to provide greater support to students, along with an improveddelivery of individualist learning programs. Resource expenditure ensures equitable access to all learning opportunitiesfor every student. Staff have successfully implemented new financial and student management platforms. . Theleadership team engage in an ongoing cycle of school planning, assessment and reporting to inform future schooldirections.

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

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Strategic Direction 1

Effective, Future Thinking Classroom Practice

Purpose

Develop teacher understanding and implementation of the most effective, explicit teaching methods, focused on futureslearning.

Overall summary of progress

Development of teaching and learning programs which support future thinking classroom practice has been implementedinto the school in 2018. Continuing to support effective, future thinking practice will ensure growth of not only for studentoutcomes but also teacher practice and student engagement heading into future learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teacher understanding andimplementation of AustralianCurriculum Digital Technologies.

$86,750 Teacher in–service and employment of SLSOspecialising in Australian Curriculum DigitalTechnologies (combined School Digital LiteracyGroup).

Teacher implementation of STEMbased teaching and learningactivities.

$35,500 Small–school network budget for STEMimplementation for the year across 6 small schools.

2018–19 Implentation of new Scope and Sequencefor Science and Technology

Next Steps

Development of Scope and Sequences for new Science and Technology syllabus to be implemented in 2019/2020,integration of coding, robotics and programming for all students K–6 which will include borrowing and sharing resourcesbetween Digital Literacy's school group.

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Strategic Direction 2

Effective Use of data

Purpose

Develop teacher understanding of student assessment data to identify student achievement of progress, reflect onteaching effectiveness and inform future directions.

Overall summary of progress

With the introduction of PLAN data software in 2018, Staff have taken on professional development to ensure theeffective use of data from K–2, moving forwards to being implemented effectively 3–6.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teachers use Literacy andNumeracy Progressions to informplanning, identify intervention andmodify teaching practice.

$2,700 Teachers developed understanding of LearningProgressions to continue into 2019 through lessonstudy observations on teaching practices.

Establish a learning networkfocusing on valid teacherjudgement using literacy andnumeracy progressions.

$900 Teaching staff engage in professional dialogue withsimilar sized/context school staff and createconsistent teacher judgement criteria for assessingstudent outcomes.

Next Steps

Utilising the support of the school network (Wombat, Bribaree and Stockinbingal) Instructional Leader, in 2019 data willbe analysed and for students who are considered in need of targeted intervention (in literacy and numeracy) will haveprograms prepared to support these students.

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Strategic Direction 3

Whole School Wellbeing

Purpose

Develop a whole school wellbeing process that supports the wellbeing of all students so they can connect, succeed,thrive and learn.

Overall summary of progress

With the initial implementation of whole–school Wellbeing practices through the KidsMatter program beginning in 2018,this will be a continuing focus for the school heading into 2019–2020. Focusing on initial ideas to improve studentWellbeing, through parent surveys and student feedback, will be a goal for 2019.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Kids Matter  implemented as amental health and wellbeingframework.

Casual staff for PL ofTeachers on KidsMatterSocial and EmotionalLearning (SEL) Programs$900

Delayed introduction of KidsMatter into school. SELwill be a focus of Stockinbingal Public School in2019.

Positive, respectful relationshipsare evident throughout theschool.

Display positive, respectful signs around school, allstudents aware of Code of conduct for students.

Next Steps

Re–visit How2Learn and KidsMatter program (Social and Emotional Learning) for all new staff. Daily discussion andreflection on school processes involving student wellbeing. Develop and re–focus whole–school student welfare policiesand procedures.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading ($ 1752.00) • Aboriginal backgroundloading ($1 752.00)

Targeted students show growth in key literacyand numeracy competencies.

Low level adjustment for disability SLSO to take targeted students and build keycompetencies in literacy and numeracy.Assist in the implementation of the AustralianCurriculum Digital Technologies.

Quality Teaching, SuccessfulStudents (QTSS)

Teacher Lesson study,focusing on NSWEducation StandardsAuthority (NESA) teachingstandards andNumeracy/Literacy goals asidentified through datacollection.

Socio–economic background Targeted students show growth in key literacyand numeracy competencies.

Teacher professional learning L3 Ongoing Professionallearning (Kindergarten) andnew L3 Stage 1 – CasualRelief $450 x 3 = $1350

Evidenced by observation of classroomactivities, work samples, data collection,student self–evaluation and surveys.

Integration support Targeted student achieves negotiated goalsin individual education plan.

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Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 15 13 13 11

Girls 10 12 14 14

Student enrollments have remained stable for the pastfour years ensuring stability in staffing. The school hastherefore been able to deliver on its stated objectivesas outlined in the school plan.

The outlook for growth in enrollments is very positivewith thirty–four students to commence the 2019 schoolyear. Increasing enrollments demonstrates that thecommunity is confident in the school to deliverprograms to meet the learning needs of their children.

Student attendance profile

School

Year 2015 2016 2017 2018

K 92.3 93.4 96 93.8

1 96.2 87.1 92.5 92.5

2 91.6 92.5 90.3 93

3 94.9 93.3 92.5 84.4

4 96.3 94.1 91 95.3

5 96.7 92.5 89 95.3

6 95.6 96.8 92.5 92.5

All Years 94.4 92.7 92 92.7

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Attendance is tracked electronically and administrativestaff and teachers monitor this. Staff follow upattendance in accordance with the School Attendance

Policy and procedures. The services of the HomeSchool Liaison Officer are available if required. Theschool is proactive in dealing with matters ofattendance and regularly communicates with thecommunity on attendance matters. Articles onattendance are published in the school newsletter andstudents are regularly reminded of the importance ofattending school. Students know of the correlationbetween attendance and learning which is addressedthrough the How2Learn program.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 1.3

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration and SupportStaff

0.95

*Full Time Equivalent

Staffing allocations are used strategically to support thedirections of the school. There are no Aboriginal staffemployed at Stockinbingal Public School.

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

The Principal and staff are continuing to develop theirskills as Professional Teachers through targetedProfessional Learning aligned with PersonalDevelopment Plans and the school's strategicdirections.

All teaching staff have teacher accreditation throughNSW Educational Standards Authority and meet allexpectations.

Financial information

Financial summary

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The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018. 

2018 Actual ($)

Opening Balance 88,496

Revenue 627,002

Appropriation 565,526

Sale of Goods and Services 486

Grants and Contributions 59,941

Gain and Loss 0

Other Revenue 0

Investment Income 1,049

Expenses -571,601

Recurrent Expenses -571,601

Employee Related -504,139

Operating Expenses -67,462

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

55,401

Balance Carried Forward 143,897

• Our school utilises a management plan throughdepartmental resources, staffing team andallocation of funds.

The funds allocated through the school budget allow forstaffing and resources to be purchased to supportstudent learning and strategic directions.

Financial summary equity funding

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

2018 Actual ($)

Base Total 454,401

Base Per Capita 5,221

Base Location 10,302

Other Base 438,878

Equity Total 49,339

Equity Aboriginal 1,752

Equity Socio economic 34,327

Equity Language 0

Equity Disability 13,259

Targeted Total 46,812

Other Total 4,588

Grand Total 555,140

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

Due to the small number of students in the cohort ofYears 3 and 5, pictorial data representations cannot beshown, however some information can be found below.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

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

All students were above the National MinimumStandard in all aspects of literacy.

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Majority of Year 5 students achieved above stateaverage growth in all aspects of literacy.

Results indicate that spelling and writing are acontinuing focus in Years 3 and 5.

Statistical data cannot be shown in graphical form dueto small cohort of students participating. All studentswere above the National Minimum Standard in allaspects of numeracy.

All students in Year 5 recorded near state averagegrowth in numeracy. A focus on development ofmultiplicative thinking and learning through richactivities in all areas of numeracy particularly for Year 5students is an ongoing priority..

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

The school is unable to comment on mandatoryreporting requirements in accordance with thePremier's Priorities: Improving education results andState Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands as number of students falls under thereporting threshold.

Parent/caregiver, student, teachersatisfaction

There is a close relationship between the school,parents and the community. The school is the focus ofmany community activities and is warmly embracedand supported by the community.

The Principal and staff actively engage parents indiscussions about the directions of the school. This isachieved through parent forums held within P&Cmeetings and also daily communications with parents.Survey instruments are used to gather specificinformation. Community involvement with the school ishigh providing further opportunities for feedback andreflection on its core business.

Staff readily solicit and act on feedback from the schoolcommunity to strengthen the delivery of educationaloutcomes. The learning and teaching culture within theschool has a focus on a growth mindset and continuousimprovement.

Students demonstrate that they are happy andengaged with their learning. They value the wide rangeof additional cultural and sporting opportunities that areprovided by the school. Students demonstrate awillingness to learn.

Students are provided with meaningful leadership roles

within class and across the school. Students havedeveloped ownership of their own learning and knowwhat they have to do to promote their learning. Explicitteaching methodologies and innovative teachingpractices incorporating technology, have resulted in astrong and empowering learning environment.

Policy requirements

Aboriginal education

Our school strives to include awareness raisingactivities to educate all students about Aboriginalhistory, culture (past, present and future) andcontemporary Aboriginal Australia through crosscurricula programming.

The curriculum includes literacy texts with a specificAboriginal focus for study as well as visual and oraltexts. Aboriginal perspectives are specifically includedin history and geography units as part of developingstudents understanding of Aboriginal culture. Events ofnational significance such as Sorry Day and NAIDOCWeek are observed by staff and students addressingthe important contemporary themes such asReconciliation and Recognition.

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. Students are involved in authenticleadership, build empathetic understanding and activelycontribute to decision making to develop an inclusive,supportive and culturally aware school environment.

As part of the school's multicultural education there isan annual focus on Harmony Day celebrations. Eachclass is immersed in activities which an empatheticfocus of getting along with others by learning aboutdiverse cultural backgrounds within Australia.

Our school also participates in the Country Women'sAssociation country study. Through research students

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develop deeper cross–cultural understanding.

Cultural diversity and thinking is actively promotedwithin the school to expand student understanding ofthe connected nature of humankind. This is achievedthough exposure to and involvement in various forms ofthe media including Behind the News. The aim is todevelop students who are able to think beyond theirlocal community and think globally.

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