2019 Laguna Street Public School Annual Report...Laguna Street Public School 2019 Annual Report 4230...

Laguna Street Public School2019 Annual Report

4230

Printed on: 27 May, 2020Page 1 of 17 Laguna Street Public School 4230 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Laguna Street 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.

School contact details

Laguna Street Public School204 Caringbah RoadCaringbah, 2229www.lagunastr-p.schools.nsw.edu.aulagunastr-p.school@det.nsw.edu.au9524 3752


School background

School vision statement

Laguna Street Public School's vision is to:

Challenge,inspire and support every child to reach their potential and embrace learning as an active and creativelife–long pursuit.

Equip students with the skills, values, understandings and efficacy to have choice and opportunity in future education,employment and life and be happy and successful in an ever–changing and complex world.

Nurture confident, informed and community–minded citizens with a strong sense of identity, belonging and socialresponsibility.

School context

Laguna Street Public School provides rich and broad learning experiences in academics, the arts and sport for studentsfrom Kindergarten to Year 6 in a safe and nurturing environment. The school is located in a quiet residential area ofsouthern Sydney, Australia. Its motto, Pursuing excellence in a hidden sanctuary aptly describes both the school'spurpose and leafy locale overlooking the pristine Port Hacking River.

Laguna Street values and celebrates diversity, cognisant that students are unique individuals with different talents, needsand backgrounds.

The school has a a current enrolment of 450 students (2019). 18% of students come from a background where Englishis an additional language or dialect.

Laguna Street teachers are highly qualified, passionate and research–informed practitioners and life–long learners. Theteam comprises beginning, early career and highly experienced teachers.

Laguna Street Public School experiences high–level parent and community support led by a dedicated P&C andfundraising team.

The school offers an enviable range of extracurricular programs to cater for students' diverse interests and talents. Staff,students and parents give their best in all endeavours and work in partnership to provide students with a world classeducation.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence


Strategic Direction 1

Future–prepared learners

Purpose

As we move towards 2020 it is vital that we develop in our students the skills and aptitudes that will allow them to thrivein a shifting world. As well as excellence in academic achievement, our future–prepared learners will benefit from a broadand engaging curriculum to build non cognitive skills that facilitate a disposition towards continual learning, problemsolving, critical thinking and entrepreneurialism. To do this we need a positive learning environment, backed by aconsistent approach to behaviour and wellbeing. We also need to ensure that every student is known, valued and caredfor, and that we communicate to parents and carers our comprehensive understanding of student achievement anddirections for growth via strong assessment and reporting measures.

Improvement Measures

Most students are able to articulate next steps in their learning for growth and improvement.

Parents and carers report that they have clear and specific information about student learning progress.

Progress towards achieving improvement measures

Process 1: Broad and engaging learning experiences:

Pedagogical approaches and engaging experiences to encourage students' love of learning, curiosityabout the world, tenacity to think big, and persistence to do amazing things: • Deeper learning pedagogies (problem–based learning design/STEM) • Arts and languages • Sport • Outdoor education

Evaluation Funds Expended(Resources)

The STEM studio has been established and resourced and an additionalteaching day allocated per week for team teaching in the studio. All staffparticipated in professional learning relating to the use of a 3D printer as wellas the equipment available in the studio. Every student in the schoolparticipated in dance lessons as part of the preparations for the whole schoolmusical. The inclusion of Korean lessons via the Korean Plant a Schoolprogram have been highly successful according to parent feedback. Allstudents also participated in the "Ride the Korean Wave" program.

$20,000 STEM resources andprofessional learning.

Process 2: Whole school approach to behaviour and wellbeing • Positive behaviour for learning • Anti–bullying policy based on current literature • Positive reward system


PBL is yet to be launched in the school, but excellent progress has beenmade with professional learning for all staff, extensive consultation with staff,community and students and the planning of most elements completed. Theschool has defined our four expectations for behaviour and developed amatrix for expected behaviour across the school. It has developed processesfor responding to expected behaviour and developed a model to encourageand reinforce expected behaviour. Lessons to teach expected behaviourhave been developed. The school is due to launch PBL in term 2.

$20,000 professional learning, teacherrelease and resources.

Process 3: Comprehensive assessment and reporting • Backwards mapping reporting processes and a revised, more informative reporting template • Visible learning, including formative assessment and effective feedback.

Evaluation Funds ExpendedPrinted on: 27 May, 2020Page 5 of 17 Laguna Street Public School 4230 (2019)


Evaluation (Resources)

The school invested a significant amount of resources to develop a strongerculture of data use in teaching and learning. The school providedprofessional learning for all staff in SEF data skills in use and for executive indata concepts, analysis and use of student assessment data and relatedtools. The leadership team is increasingly using student progress andachievement data to inform key decisions, and this is an area that will bestrengthened next year. This year an Assistant Principal from K–2 and 3–6were responsible for collecting and analysing data and guiding learninginterventions placed on this data. There was some success with this model,however a more focused whole school approach is needed in future for acomprehensive and proactive use of data to drive improvement in teachingand learning.

Funding Sources: • Quality Teaching, SuccessfulStudents (QTSS) ($10000.00)



High impact, evidence based teaching

Purpose

Research tells us that teachers who are students of their own impact are the most influential in raising studentachievement. In order to achieve significant improvement in our academic results it is vital that teachers continuallyexamine their practice with a problem–solving approach. Recognisable hallmarks of our school will be high qualityteaching backed by evidence–based teaching strategies, as well as universally high levels of professionalism andcommitment. Our teachers are passionate about helping their students learn. They continually engage in analysis ofstudent engagement, learning growth and outcomes to plan for the ongoing learning of each student in their care.


Most students achieve in the top two bands for NAPLAN reading, writing and numeracy.

Student progress and achievement is greater than students at statistically similar schools


Process 1: Evidence based pedagogy for improvement in Literacy and Numeracy • Whole school writing project with shared PDP goal and data collected to measure impact • Focus on Reading • Maths instructional leadership project. • Unpacking/using Learning Progressions


The school provided and facilitated professional learning to builds teachers'understanding of effective strategies in teaching writing. This professionallearning was targeted to school priorities, the needs of our students, and theachievement of their professional goals. We partnered with the Ed Servicesteam to develop improvement practice that focused on collecting data onwriting and planning and delivering learning interventions to students. Therewas some success with this initiative, and we maintained the improvementgains made in 2018 in writing, however we could refine and extend thispractice for further improvement.

$5,000 teacher release forcollaborative practice.

Process 2: Data informed practice • School–wide database of learning outcomes • Action research informed by data


The school leadership team now regularly uses student progress andachievement data to inform key decisions.

$10,000 release of teachers forcollaborative practice.

Process 3: Differentiation • Improved personalised learning and support processes. • Professional learning and improved practice in differentiated instuction.


We made some progress in supporting the needs of students demonstratinghigh potential. Differentiation is an area that will need focus in 2020.



Strategic, inclusive leadership for improvement and growth

Purpose

Strategic and effective leadership is the cornerstone of school excellence. We will enhance our school culture throughinclusiveness, strategic focus and via systems and processes that underpin ongoing improvement and the professionaleffectiveness of all. Students will benefit from the school’s planned and proactive engagement with parents and thebroader community. All stakeholders will share a commitment to fostering a school–wide culture of high expectations anda shared sense of responsibility for student engagement, learning, development and success. Understanding that staffcollective efficacy and student achievement are strongly related, we will build an environment in which staff feel valued,respected, equipped and empowered to achieve collective goals.


Improvement in student learning measured as part of school–wide PDP goals.

Increase in reported community satisfaction with school communication.

Increase in number of staff responsible for instructional leadership.


Process 1: Effective communication for an informed, engaged community • Review of communications policies and procedures • Development of a communications plan


The school held community consultation sessions to inform ourcommunications policy, procedure and plan. We made several big changesto the school communications processes, including a large reduction in theuse of paper notes and flyers, which was a source of financial inefficiencyand waste We streamlined and centralised the use of the skoolbag app andadded the facility for online permission notes in response to parent feedback.We changed the format of our newsletter to make it more interesting and userfriendly and community feedback has been positive. Feedback has also beenpositive about the "What's on the Week" bulletin which is sent out weekly tocommunity via skoolbag. We have improved the use of the skoolbag calendarand the lead up times to events published to the community. To improve staffcommunication, we have initiated a "whatsapp" group and are making morestrategic use of the Sentral calendar.

Process 2: Culture of improvement and high expectations • A strong focus on learning progress • Aspirational learning goals set for students and staff


This year the staff worked towards a whole school professional developmentplan goal in the use of data. Professional learning and support from key staffhas allowed teachers to more specifically identify and target areas fromgrowth in literacy and numeracy for most students. Staff will consolidatethese practices and strengthen the use of data to support improved resultsfor students next year, with the aim of at least a year's worth of growth for ayear's worth of input for each student in literacy and numeracy.

$10,000 professional learning andteacher release for collaborativepractice.

Process 3: Collective Efficacy • Whole school Performance Development Plan goals • Distributed instructional leadership across the school • Deliberate team and belief building efforts to build collective understanding that teachers workingtogether make a significant difference to student achievement




This year our whole school Performance Development Plan goal involveddata literacy and data use in teaching. Teachers undertook professionallearning in the use of data concepts and used data to improve student writingvia the use of 'learning sprints' in their classes. School data has showncontinued improvement in student writing across the school. We will build onthis next year when we work together on improving reading practice andresults.

As part of the school's deliberate team and belief building efforts for collectiveefficacy, the school held its second annual 'collective efficacy conference'.This year's conference theme was 'Go Far Together' and the teachersworked with specialist presenter Dan Haesler who assisted them in learningstrategies to enhance organisational and personal wellbeing for team andschool improvement. Feedback from the conference was overwhelminglypositive, and teachers subsequently reported that they implemented some ofthe strategies they learnt in their everyday practice.

$15000 professional learning andresources.


Key Initiatives Resources (annual) Impact achieved this year

Quality Teaching, SuccessfulStudents (QTSS)

Funding Sources: • Quality Teaching,Successful Students(QTSS) ($80 000.00)

A culture of data use developed over theyear. This took the school from anenvironment where there were no formalmechanisms for the collection of consistentand standardised data, to the regularcollection and analysis of data to informlearning interventions and improveassessment moderation practices. Lessonswere learned throughout the year for theseprocesses to be refined in 2020.

Support for beginning teachers There were no eligible beginning teachers atLaguna Street in 2019.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 240 249 263 234

Girls 216 221 215 215

Student attendance profile

School

Year 2016 2017 2018 2019

K 95.9 95.1 95.8 95

1 95.9 95.5 94.5 93.6

2 95.1 95.1 94.8 92.9

3 96.4 95.3 95.2 94.3

4 96 96.2 93.4 93.9

5 95.4 96.8 94.8 93.6

6 97.3 93.2 93.2 92.8

All Years 96 95.5 94.5 93.7

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 16.34

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 1

School Administration and Support Staff 3.22

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 555,293

Revenue 4,088,772

Appropriation 3,612,998

Sale of Goods and Services 10,582

Grants and contributions 460,710

Investment income 4,283

Other revenue 200

Expenses -3,870,052

Employee related -3,331,878

Operating expenses -538,174

Surplus / deficit for the year 218,720

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 63,364

Equity Total 151,927

Equity - Aboriginal 4,924

Equity - Socio-economic 15,095

Equity - Language 18,358

Equity - Disability 113,550

Base Total 3,072,095

Base - Per Capita 112,157

Base - Location 0

Base - Other 2,959,938

Other Total 226,926

Grand Total 3,514,311

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

The school regularly collects feedback from community stakeholders which helps to evaluate our programs and plan forimprovement. Two community consultation sessions were held to solicit feedback about our communications proceduresand feedback was sought after some of the changes were implemented. For example, parents had suggested that theformat of the newsletter was difficult to view on their phones, so we changed the format. 100 per cent of feedback waspositive, "Dear Rosie and team,How good is the new newsletter? It's so much easier to read on my phone. Great jobguys! Thank you for taking the time to improve this for us parents."

The school received a lot of feedback about our many extracurricular programs this year. In particular, the whole schoolmusical inspired a lot of emails from parents:

"My husband I attended Seussical Jr School Musical performed by Laguna Street Public School at the SutherlandEntertainment Centre last night (Monday 28 October). Our two granddaughters...were part of the performance with therest of the school students. It was great to be part of the audience to enjoy the talent, wholistic vibe and combineddisplay of all the performers. It was highly entertaining. I left the show witnessing a sea of smiling faces from students,teachers, volunteers and family members. It was an euphoric atmosphere and all those involved in its production andpresentation deserve the highest accolade. What impressed me the most was the fluid, seamless way each new classentered and exited the stage (no mean feat). The grand finale with the incorporation of the whole school on stage and inthe aisles really said it all. It was an unforgettable moment and I am very proud that my granddaughters are part of sucha progressive school."

"Dear Rosie. Just wanted to take a quick moment to say THANK YOU To all the teachers and everyone involved in whatwas a spectacular evening! Your work was absolutely outstanding! To have EVERY SINGLE CHILD feel included in suchas display of talent was just wonderful! My children were buzzing on the way home while we spoke about all the differentbits to the show. And my youngest saying what part will I have next year??! I still remember my days at school and beingapart of school productions was everything to me! And to give this opportunity to ALL kids is truly amazing. You shouldbe VERY proud by how you have brought this school community even closer again!! No one understands the work thatgoes into this unless you understand the process"

"Just wanted to say that I will go to bed tonight feeling so proud of (my son) and our school for putting on a wonderfulperformance tonight. It's moments like tonight that I realise how lucky the children are to be part of such a brilliant school,full of talent and full of teachers who harness, embrace and encourage the students in all aspects of learning and givethem opportunities to shine."

As part of our planning for the implementation of Positive Behaviour for Learning we conducted extensive consultationwith students, teachers and the parent community. This process highlighted the schools areas of strength and alsohelped determined the areas that the school will prioritise in supporting the wellbeing of students moving forward. Theseinclude helping students development of resilience, teaching them ways to responsible and respectful, and helping themachieve their personal best. This is the school's focus for 2020.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


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2019 Laguna Street Public School Annual Report...Laguna Street Public School 2019 Annual Report 4230...

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