2016 burrawang public school annual report · burrawang public school annual report 2016 1445 page...

Burrawang Public SchoolAnnual Report

2016

1445

Printed on: 31 March, 2017 of 11 Burrawang Public School 1445 (2016)

Introduction

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

Michelle Laval

Principal

School contact details

Burrawang Public SchoolChurch StBurrawang, 2577www.burrawang-p.schools.nsw.edu.auburrawang-p.School@det.nsw.edu.au4886 4261


School background

School vision statement

Our vision is to work together with our local community to inspire young minds to be the best that they can be.

Our school will provide a nurturing, dynamic, 21st century learning environment that fosters innovative thinking,academic excellence and a commitment to lifelong learning for students, staff and the community.

School context

Burrawang Public School is a friendly rural school with strong community links. It is attractive, well–resourced, set inbeautiful grounds and we foster active lifestyles. Currently we have 30 students enrolled, from 17 families. We do notcurrently have any Aboriginal students and less than 1% come from a non–English speaking background. Our schoolnumbers have fluctuated over the past few years, generally sitting around the mid–thirties.

Our highly–qualified staff deliver quality teaching and learning programs focusing on literacy and numeracy. These arefurther enhanced by the integration of the latest technology, skilling students for the future. With small class sizes ourstudents are provided with personalised and 21st century learning. Our students practise the values of respect,responsibility, and safety.

We combine with our partner schools in the Moss Vale Learning Community and small schools’ groups to provideadditional social, cultural and sporting connections, ensuring a successful transition to high school. We are committed toproviding quality educational experiences to maximise each student's learning outcomes.

The school structure currently consists of an Early Stage 1/Stage 1 class and a Stage 2/Stage 3 class.

The families of our school are very supportive and enthusiastic and take pride and ownership of the school. The schoolis very appreciative of the significant funds raised by the P&C and contributed to the school each year.

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.

Staff have explored the School Excellence Framework and its implications for informing, monitoring and validating ourjourney towards achieving excellence. Time was dedicated in staff meetings to review our progress and current needsas we saw ourselves in relation to each element in the domains learning, teaching and leading. Evidence of progress isbeing collected to support our judgements in each area.

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.

Learning elements

In the domain of Learning, our staff saw themselves as Sustaining and Growing as they have focused this year ondeveloping a visible learning environment for our students. The continuation of Genius Hour and the introduction of


effective learner qualities has created opportunities for students to develop positive learning attitudes in the classroom. They continue to develop their skills in problem solving, collaboration, communication and self–reflection. The continuedimplementation of the Positive Behaviour for Success program has promoted a consistent and clearly definedapproach to wellbeing. An additional focus on developing positive community relationships has provided two–waybenefits – students are creating their own opportunities to contribute positively to world issues, as well as communitysupporting classroom practice. The introduction of the Seesaw App has provided opportunities for our parents to gainan insight into the learning that is taking place in our classrooms.

Teaching elements

In the domain of Teaching, we saw ourselves as Sustaining and Growing in the areas of effective classroom practice,collaborative practice and professional standards. Our focus has been on developing collaborative teaching practice forall staff, within and beyond our own school. The use of technology in learning for both staff and students has providedmany varied options for collaborating, including the use of online tools such as Google Docs and Office 365. Teachershave worked with staff from other small schools to plan, teach and evaluate their teaching practice through lesson studyopportunities. This has developed into regular in school lesson reflection, with teachers providing each other withfeedback on their teaching. Teachers working together beyond their own classrooms has contributed to the ability toprovide broader school programs to our students at Burrawang. All teachers are now actively engaged in planning andimplementing their own professional development through Performance and Development Plans. We have beguncollecting and utilising a variety of data (with local small schools) to inform our teaching practice.

Leading elements

In the domain of Leading, staff rated themselves as Sustaining and Growing in the areas of school planning,implementation and reporting, school resources and management practices and processes. Our focus continues to be oncreating positive links between our school and its community. We have been developing a shared understanding withparents, of methods of improving student learning. This has been increased with the introduction of Seesaw, whereteachers and students share their learning. The community has supported the school’s targets through financialassistance and hands–on assistance with a variety of school programs. Strategic financial management has enabled theschool to maximise its resources to support our school plan.

Our self–assessment process will further assist the school to refine the strategic priorities in our School plan leading tofurther improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Consistently high standards of educational practice leading to confident and creative 21st century learners

Purpose

To ensure that students are achieving their full potential in all learning. To develop our students’ capacity to learn andplay an active role in their own learning. To develop consistent and high quality educational practice across our schooland the community of schools.

To promote self–motivated, innovative and resourceful problem solvers. To ensure students become creative andproductive users of technology. For students to develop skills in collaboration, creativity and critical thinking.

Overall summary of progress

Our focus in 2016 has been to develop teacher capacity in the classroom, especially in the area of Visible Learning. Thishas seen the introduction in the classroom of learning intentions and success criteria, where students have clearexpectations and understanding of why they are doing what they are doing. Teachers are also working with students todevelop individual learning plans based on ongoing assessment of student progress. Through the introductionof effective learner qualities, students are also developing skills of taking responsibility for their own learning. Thisyear, as a result of our Visible Learning journey, we have begun to gather combined data across schools, to ensure wemonitor and evaluate progress with our students more effectively. The development ofincreased Visible Learning strategies in the classroom, will remain a focus for 2017.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

•Demonstrated growth (one yeargrowth for one year learning) by100% of students as evidencedby placement on the Literacy andNumeracy continuums.

All students are now being monitored regularlythrough PLAN software. There continues to bedemonstrated growth by 100% of K–2 students.

Equity funds have beencombined to providefunding for SLSO and SLSTsupport.

•100% of students setting andachieving personal learninggoals.

Individual student goals are being set andmonitored regularly by the teacher and SLST.

Supported through SLSTprogram.

•100% of teaching staffdemonstrate ongoingprofessional growth based on theAustralian Professional standardsfor teachers.

All teachers have PDPs which relate to Professionalstandards for teachers and school strategicdirections.

QTSS funds (2 teacherdays) were used to supportlesson observations forteachers, within and outsidethe school.

•100% of teachers’ programs willhave 21st century pedagogyembedded.

All staff are now planning and implementing lessonsbased on 21st century learning skills. They aredeveloping skills in the area of Visible Learning.

$0

Next Steps

The following future directions will ensure the 3 year plan remains on track to provide high quality educationaloutcomes;–

• All teachers will be involved in increased professional learning across the Bong Bong Learning Community and


Moss Vale COS, to ensure they have opportunities to learn with and from each other. Collaborative practice willalso be increased within the school, with teachers meeting weekly to jointly plan lessons, observe each other teach,and reflect on teaching practice.

• All students’ placement on the literacy and numeracy continuums will form the basis for setting personal learninggoals with students. These goals will be monitored regularly to ensure students are working at the highest possiblelevel.

• Teachers will further develop their Visible Learning practice in the classroom. Students will be presented withLearning Intentions and Success Criteria in each lesson, and students will use feedback on their learning toimprove their skills.


Strategic Direction 2

Responsible, respectful and active citizens

Purpose

To ensure students develop a sense of pride and respect in themselves and their school. For students to appreciate andactively contribute to harmonious local and world relationships. To improve and develop sustainable environmentalschool practices. To enhance school community partnerships.

Overall summary of progress

Our focus in 2016 has been to increase opportunities for our students to actively contribute to local and worldrelationships, and to develop better sustainable practice within our school. Throughout the year, students havecontributed to the lives of others, through fundraising, genius hour projects, Christmas sharing and nursing home visits. While the garden and kitchen projects are not yet fully complete, all students have had involvement in gardening andcooking activities to support their learning. Facebook continues to be an effective means of sharing our school activitiesand achievements with the wider community. The introduction of Seesaw has meant that parents have greaterconnections to student learning and how they can support learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

•100% of students engaging inglobal and school environmentalprojects.

100% of students have been involved in theplanning, planting and watering of the garden. Students have gained awareness of global disparitythrough visits from charity aid workers andconnections that have been established with aMalaysian orphanage.

$0

•100% of Stage 3 studentsdemonstrate leadership skillsthrough global and environmentalprojects.

An increasing number of students are now linkingtheir Genius Hour project with making a differencein the wider community and beyond.

$0

•80% of families will be activelyinvolved in school programs andschool communications (blogs,Facebook)

100% of families are now actively involved incontributing to learning conversations on Seesaw. While Facebook remains one form of sharingstudent achievements, this is now more utilised byoutside community members rather than parents.

$0

Next Steps

The following future directions will ensure the 3 year plan remains on track to provide high quality educationaloutcomes;–

• An environmental committee made up of interested students will develop a school environment action plan, todevelop more sustainable practices in the school.

• We will provide increased opportunities for students to make a difference in their local and wider communities. • Our SRC will have increased responsibility and specific roles in the leadership of our school. • Planning has been completed for our outdoor kitchen learning area. We expect this project to be completed some

time in 2017. • Increased sharing of learning practice with parents.


Key Initiatives Impact achieved this year Resources (annual)

English language proficiency Equity funds have been combined. Studentsin the classroom have been supported directlyby an SLSO, specifically in the area ofliteracy. All students identified EALD arecurrently achieving above the expectedgrowth based on PLAN data.

$2190

Low level adjustment for disability Equity funds have been combined. Studentswith learning needs in specific areas acrossthe school have benefited from SLSO supportin the classroom. These students are allshowing growth based on PLAN data.

$2809

Quality Teaching, SuccessfulStudents (QTSS)

Teachers have developed skills in planninglessons incorporating Visible Learningstrategies. This is improving outcomes forstudents as learning becomes more visibleand achievable.

$1000

• Quality Teaching,Successful Students(QTSS) ($500.00)

Socio–economic background Equity funds have been combined. Studentshave been directly supported in the classroomby an SLSO who has supported students withachieving their individual learning goals.

$1089


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 11 14 9 12

Girls 30 30 20 19

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.9 93.4 97.8 86

1 97.2 94.1 98.9 92.8

2 94.9 93.3 94.3 95.7

3 96.9 99.3 97.5 94.4

4 93.9 95.2 98.5 95.3

5 95.9 95.4 94.2 95

6 100 95.7 96.4 84.2

All Years 95.9 94.9 96.3 92.1

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 1.25

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration & SupportStaff

0.9

Other Positions 0.01

Burrawang Public School has no staff members whoidentify as being indigenous.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree

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

During this year, Burrawang PS changed over from theOASIS system to the new SAP/SALM system.

Income $

Balance brought forward 32 694.43

Global funds 59 075.00

Tied funds 24 980.31

School & community sources 12 589.69

Interest 702.29

Trust receipts 5 012.66

Canteen 0.00

Total income 135 054.38

Expenditure

Teaching & learning

Key learning areas 16 920.53

Excursions 1 478.92

Extracurricular dissections 10 121.87

Library 492.41

Training & development 1 927.05

Tied funds 14 476.78

Short term relief 6 989.69

Administration & office 21 002.18

School-operated canteen 0.00

Utilities 5 978.32

Maintenance 712.91

Trust accounts 5 147.66

Capital programs 0.00

Total expenditure 85 248.32

Balance carried forward 49 806.06

The information provided in the financial summary


includes reporting from 1 December 2015 to 31December 2016.

A full copy of the school’s 2016 financial statement wastabled at the annual general meeting of the P&C. Further details concerning the statement can beobtained by contacting the school.

2016 Actual ($)

Opening Balance 0.00

Revenue 64 126.97

(2a) Appropriation 57 482.40

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 6 612.75

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 31.82

Expenses -35 956.75

Recurrent Expenses -35 956.75

(3a) Employee Related -22 716.33

(3b) Operating Expenses -13 240.42

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

28 170.22

Balance Carried Forward 28 170.22

The totals in the following table are now inclusive of allstaffing costs in the school. This has not beenpreviously included in financial statements and in thebalances carried forward.

2016 Actual ($)

Base Total 406 313.80

Base Per Capita 1 532.96

Base Location 2 093.48

Other Base 402 687.36

Equity Total 16 289.50

Equity Aboriginal 0.00

Equity Socio economic 1 088.56

Equity Language 2 189.85

Equity Disability 13 011.09

Targeted Total 0.00

Other Total 2 384.21

Grand Total 424 987.51

School performance

In 2016 eight students sat the NAPLAN Literacy andNumeracy tests for Year 3. Due to the small numbers,results cannot be reported.

In 2016 six students sat the NAPLAN Literacy andNumeracy tests for Year 5. Due to the small numbers,results cannot be reported.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Both students and parents were surveyed through anonline Google survey.

Only a small number of parents completed the survey.

100% of these felt that the teachers knew their childand could respond to their learning needs, that theschool provides many opportunities for 21st centurylearning and that we have competent teachers who sethigh standards of achievement. Some indicated thatan area of improvement would be bettercommunication and increased involvement for theschool community. 100% would recommendBurrawang Public School to other families.

Some of the student responses are presented below:–

The school is the best school in the world.

I strongly agree with all the questions about BurrawangPublic School because I think that it


RULES!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

I had so much fun at Burrawang School.

I love this school because I have lots of friends and theteachers are very nice.

I've loved learning and completing goals that I'veworked towards. Mr Bourne has made a HUGE impactin my learning. He's a keeper. :)Thank you teachers foreverything, it's been great getting to know all of youguys!! Best of Luck for the future.

I love Burrawang and I enjoy coming to this schoolevery day. I love the kindness from the teachers andthe harmony from each student.

BURRAWANG IS SOAWESOME!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Burrawang is an amazing school. Everywhere we gopeople comment on how well behaved and smart weare. I really enjoy belonging to this school and I am fullof pride every time I enter the school gates andeverytime I go on excursions. I leave the school withsome new knowledge in my brain just waiting to beused. Next year I hope we can go to some moreeducational camps and excursions. I love the kind andloving staff we have. I love the school.

Burrawang Helps Me Think Positive And Helps MeThink More

I feel that Burrawang is an amazing school withwonderful students and we all contribute and enjoyourselves.

It is a really good school.

It has been the best change for me. I have made manyfriends and am proud to be in this school.

I look forward to school every day! It is very sad to seeour 2016 year 6 students leave Burrawang and I lovehow much thought we put into making their last weeksat Burrawang so special.

A great school friendly and awesome.

It is such a good school and I really like it here. It is sosmall and it is just the best and the teachers are sogood.

I think it is an awesome school that strives to be at itsbest by using our learning qualities and many otherqualities. I also love how we have lots of fun ways towork in the classroom for example maths outside. I alsolike how we have lots of different interesting activitiesthat we do for example genius hour, dancing andgymnastics. Well Done Burrawang!

I feel as if students in particular have gained controlover physical and verbal communication with all theeffective learner qualities and the discipline. I feel moreconfident in all areas. I think that I’ve become moreaware of making sure that I complete all the effectivelearner qualities and my goals. I ABSOLUTELY LOVE

SCHOOL!

I think that many of these new initiatives have benefitedme as well as the school. I love the many different wayswe can communicate and show support to each otherin our learning.

Policy requirements

Aboriginal education

There are no Indigenous students or staff at our school.

Aboriginal perspectives are integrated into our schoolplans and teaching content where appropriate. Goals ofappreciation, understanding and respect are supportedthrough a commitment to Aboriginal education.

Outcomes of our aboriginal programs are: • an appreciation of how long Aboriginal people

have lived in this land. • respect for Aboriginal elders in our society. We

continue to acknowledge the traditionalcustodians of this land, the Gundungarra people,at school assemblies.

• a growing understanding of the challenges facedby our indigenous people, in particular thechallenges faced to achieve equity in our society.

• maintaining current meaningful resources tosupport Aboriginal perspectives is an element ofBurrawang Public School policy.

• connections with local Aboriginal communities.

Multicultural and anti-racism education

Burrawang Public School recognises the need to focuson multicultural education as part of all curriculumareas. This ensures that our students develop the skills,knowledge and attitudes required to be part of aculturally diverse society.

Students have: • undertaken extensive study in the religions and

associated beliefs of the world’s major religions. • participated in the Multicultural Perspectives

Public Speaking competition. • engaged in global awareness education related to

schools in other cultures, and establishedconnections with students in Malaysia.

• developed an understanding of cultural beliefsystems. Different beliefs and cultures arediscussed as part of the informal curriculum, asprompted by educational outcomes and worldevents.

• Participated in Harmony Day celebrations.


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