2016 tanilba bay public school annual report · page 5 of 20 tanilba bay public school 4547 (2016)...

Tanilba Bay Public SchoolAnnual Report

2016

4547

Printed on: 4 May, 2017 of 20 Tanilba Bay Public School 4547 (2016)

Introduction

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

Stuart Wylie

Principal

School contact details

Tanilba Bay Public School1a King Albert AveTanilba Bay, 2319www.tanilbabay-p.schools.nsw.edu.autanilbabay-p.School@det.nsw.edu.au4982 4762

Message from the Principal

The school’s four core Positive Behaviour for Learning expectations; Be Safe, Be Friendly, Be Respectful and Do yourPersonal Best, continue to guide teaching and learning programs. The expectations are explicitly taught and reinforced inclass, at assembly, on the sporting field, attending excursions and in all other school environments.

This report will demonstrate that our students have consistently been engaged in relevant, engaging and rigorous qualitylearning experiences. Our school continues to offer an inclusive education within a school that is focused upondeveloping the whole child and our continual pursuit of excellence within academics, arts and sport.

During the 2016 school year I have been impressed by the genuine level of care, concern and dedication the teaching,ancillary and office staff give towards the students and families on a day today basis. Our staff genuinely aim to workclosely with all families and to discover, as well as to nurture, the potential of every child. All staff seek to providestudents with the skills, knowledge and values necessary for success in education, life and the future. Our teachers aregenuinely committed to improving children’s lives.

I acknowledge and thank parents and the community for their continued support of the school and its programs, as wellas thank the school staff for their professionalism, commitment, dedication and hard work throughout the year.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced andgenuine account of the school’s achievements and areas for development.


School background

School vision statement

Tanilba Bay Public School is a community focussed school, which has a clear mission to provide a happy, securelearning environment for all of its students. Each staff member is committed to ensuring that all students achieve theirpersonal best and to the provision of quality teaching and learning programs. Our goal is to create a learningenvironment that is relevant and engaging to prepare our students for life long success. We acknowledge and value therole that parents have in this education process and with this in mind we aim to encourage effective partnerships withfamilies to support the learning of each student.

School context

Tanilba Bay Public School (enrolment 550) services the Tilligerry Peninsula and students from the TanilbaBay, Mallabula and Lemon Tree Passage communities. TBPS has had increased funding under the Resource AllocationModel (RAM) in the areas of Equity and Aboriginal Education during the 2014 school year. The RAM funding is aimed atsupporting Quality Teaching practices to better engage Aboriginal students and the community and maximiseeducational outcomes for every student regardless of their socioeconomic situation. Students from Tanilba Bay PublicSchool attend Hunter River High School and as such we are committed to further developing strong links from Stage 3 to4 to support improved student outcomes in the Middle Years.

Our strategic directions for 2015 – 17 have targeted three distinct areas of need as identified through a rigorous reviewand the analysis of data collected at state, and School level including; attendance data, suspension data andbenchmarking data. Our strategic directions are in the areas of high performance, leadership and communityengagement. These areas will be strategically targeted as outlined in this plan utilising available human resources andexpertise which will be augmented by the RAM financial enhancements. Previous support in K–2 has led to improvedresults in national benchmarking for Year 3 and strategies identified in this plan are designed to build on this success.

Student engagement and attendance will be strategically targeted and the performance and development of staff will bea critical element of our improvement processes..

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.

The School Excellence Framework supports all NSW public schools in their pursuit of school excellence by providing aclear description of the key elements of high quality practice across the three domains of learning, teaching and leading.

This School Excellence Framework Self–assessment Survey has been designed to support schools to capture the“point–in–time” judgement that has been informed by their ongoing self–assessment processes using the SchoolExcellence Framework.

Learning Culture

Through our assessment of our achievement in this area we believe that as a school we are Sustaining and Growing asevidenced by:

• All teaching staff understand that student engagement and learning are related, with the school communicatingpriorities for strengthening both.


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

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

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

• There is demonstrated commitment within the school community to strengthen and deliver on school learningpriorities.

• Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuringgood conditions for student learning

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

Wellbeing


• Students, staff and the broader school community understand the behaviours, attitudes and expectations thatenhance wellbeing and lead to improved student outcomes.

• The school has identified aspects of, and factors contributing to, wellbeing in the delivery of teaching and learning.Students are taught to accept responsibility for their own behaviours as appropriate to their age and level ofunderstanding, as expressed in the Behaviour Code.

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

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

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

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

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

Curriculum and Learning


• Curriculum provision meets community needs and expectations and provides equitable academic opportunities. Theschool has an effective plan for student transitions in place.

• School plans elaborate on what all students are expected to know, understand and do. Curriculum delivery integratestechnology, library and information services

• The school provides a range of extra–curricular offerings for student development. Teachers differentiate curriculumdelivery to meet the needs of individual students.

• Curriculum provision is enhanced by learning alliances with other schools and organisations. The school activelycollects and uses information to support students’ successful transitions.

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

• There are systematic policies, programs and processes to identify and address student learning needs.

Assessment and Reporting



• The school analyses internal and external assessment data to monitor, track and report on student and schoolperformance.

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

• Teachers set transparent criteria for student assessment and have in place principles of consistent assessment andmoderation.

• Parents are updated on the progress of their children.

• The school has developed explicit processes to collect, analyse and report internal and external student and schoolperformance data.

• Student reports contain detailed information about individual student learning achievement and areas for growth,which provide the basis for discussion with parents.

• Students use assessment and reporting processes to reflect on their learning.

• The school has analysed school performance data and a range of other contextual information and is aware of trendsin student achievement levels.

• Parents have an understanding of what their children are learning and receive regular information to supportprogression to the next level.

• Assessment data to monitor achievements and gaps in student learning are used extensively to inform planning forparticular student groups and individual students.

Student Performance Measures

Through our assessment of our achievement in this area we believe that as a school we are Delivering as evidenced by:

• The school achieves value–added results.

• Students are at or above national minimum standards on external performance measures. Students are showingexpected growth on internal school performance measures.

Effective Classroom Practice


• Teachers regularly review and revise teaching and learning programs.

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

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

• Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of theirown teaching practices.

• Teachers provide explicit, specific and timely formative feedback to students on how to improve.

Data Skills and Use


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

• The school’s professional learning builds teacher skills in the analysis, interpretation and use of student performancedata.

• Data analysis informs the school’s learning goals and monitors progress towards them. School analysis of studentperformance data is provided to the community on a regular basis. The school leadership team regularly uses data toinform key decisions.


• Teachers incorporate data analysis in their planning for learning.

• Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps forimprovement.

• The school leadership team engages the school community in reflecting on student performance data.

Collaborative Practice

Through our assessment of our achievement in this area we believe that as a school we are Excelling as evidenced by:

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

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

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

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

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

• Teachers collaborate within and across stages and faculties to ensure consistency of curriculum delivery, includingstrategies for differentiation and consistency of teacher judgement.

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

Learning and Development


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

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

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

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

• Teachers actively share learning from targeted professional development with others.

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

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

• The school evaluates professional learning activities to identify and systemically promote the most effectivestrategies. Teachers draw on and implement evidence–based research to improve their performance and development.

Professional Standards


• Teachers understand and implement professional standards and curriculum requirements.

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

• The school has a culture of supporting teachers to pursue higher–level accreditation.


• Teachers are committed to their ongoing development as members of the teaching profession. Teachers demonstratecurrency of content knowledge and teaching practice in all their teaching areas.

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

.Leadership


• Parents and community members have the opportunity to engage in a wide range of school–related activities. Theschool community is positive about educational provision.

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

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

• The school’s leadership strategy promotes succession planning, distributed leadership and organisational bestpractice.

• The school solicits and addresses feedback on school performance. Leadership development is central to schoolcapacity building.

• The school has productive relationships with external agencies such as universities, business, industry andcommunity organisations to improve educational opportunities for students.

• Staff have purposeful leadership roles based on professional expertise.

School Planning, Implementation and Reporting


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

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

• The school articulates a commitment to equity and high expectations for learning for each student and is responsiveto changing needs.

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

• 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, performancemonitoring and reporting

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

School Resources


• School staffing ensures that full curriculum implementation and delivery requirements are met. Systematic annualstaff performance and development reviews are conducted.

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

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

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


• Strategic financial management is used to gain efficiencies and to maximise resources available to implement theschool plan.

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

Management Practices


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

• Administrative practices effectively support school operations and the teaching and learning activity of the school.Accountability practices are tied to school development and include open reporting to the community.

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

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

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

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

• Practices and processes are responsive to school community feedback.

• Administrative practices provide explicit information about the school’s functioning to promote ongoing improvement.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

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


Strategic Direction 1

Creating a high performing and dynamic learning school

Purpose

The school will deliver quality teaching and learning programs to equip students with the necessary literacy andnumeracy skills to be successful 21st century learners.

Providing a high standard of educational outcomes through the combination of curriculum resources, targeted humanresources, ICT infrastructure teaching and learning programs which inspire every student and teacher to excel and learnto their full potential. To ensure that learning is personalised and differentiated for every student.

Overall summary of progress

In the domain of Learning, our school primarily focused on meeting the needs of students falling at or below minimumstandards, or in the top reading bands with intervention in a number of areas.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

To sustain student growth inNAPLAN by over 60% betweenYears 3, 5 & 7 with a focus on thelowest and highest performingstudents. To achieve studentgrowth in schoolbased–assessments by 70% atthe completion of each year inlearning in Maths and Englishwith a focus on differentiatedstrategies to support all studentsachieving their potential.

Support staff and LAST QuickSmart trainingcompleted. All staff trained in revised NSWcurriculum. PAT replaced by PLAN,NAPLAN and school based assessment to informschool programs. Student data being entered intoSentral twice a term. Multiple data focused staffTPL sessions. Student profiles establishedvia information on Sentral to support an effectivetransition for 2017 classes. Review of LSTstudents and meetings for high school transitioncompleted. All other students to be completed interm 1 2017 once the new LAST is appointed.Whole School Scope and Sequences, PolicyDocuments and Curriculum Resources designedand developed for each staff member. Furtherdevelopment during 2017 will occur.

$141,234.65

Next Steps

Using data, the school has set targets for student achievement in standardised tests in 2017: • 80% of ES1 students to reach exit reading benchmark; • 80% of Year 1 students to reach exit reading benchmarks; • 80% of Year 2 students to reach exit reading benchmarks; • 60% of Year 3 students to be in the top 2 Bands in Writing; • 60% of year 5 students to reach expected growth in NAPLAN writing; • 30% of year 5 students to be inthe top 2 bands in Reading;

Develop a standardised Maths test for each grade to include more graphic and pictorial content, as informed by theareas of weakness highlighted in the NAPLAN tests in Numeracy 2016;

Reading benchmark achieved for each grade e.g. all year 3 reading at a Fluent PM Benchmark level of 26 and above;and Administer Standardised Reading Test to all students in years 1 to 6 early in Term 1 2017.



Systems leadership and collective efficacy

Purpose

Embedding quality leadership and organisational practices to support leadership design, learning alliances,organisational innovation and leadership sustainability.

Building stronger relationships as an educational community by leading and inspiring a culture of collaboration, engagedcommunication, empowered leadership and organisational practices.


Proactive leadership learning teams across all levels of the school support quality educational and organisationalpractices that comply with our leadership values, WHS policies and Australian performance standards for teachers andleaders.




The number of executive staffaligned to theSystemsLeadership frameworkswho are leading their teams witha focus on collective efficacy.Reduction of time spent intheadministrative, financial,communication andorganisational workflows of theschool due to thenew LMBRsoftware.

Parent survey completed and data reviewed toobtain clear picture of parental views on school life.Whole school staff completed well–being a TPL tosupport collective health of the staff at TBPS.

$71,727.70

Next Steps

PDP’s Developed and implemented for all Teaching staff and supervised utilising the QTSS staffing allocation (new for2016 plan). Adjustment: Each Assistant Principal will be released for teaching 1 day per fortnight to provide support andprofessional development according to negotiated need.

All new K–2 staff trained in and implementing the TEN program 2015 trained staff will require maintenance support time.Staff training in this area will be a strong support basis for the data wall and continuum focuses in reading andcomprehension the 2016 focus.

Teaching staff attending professional development in a range of areas including: mandatory training; new curriculumworkshops, programs to support LAST initiatives: QuickSmart Literacy and Numeracy; Multi–Lit; TEN and othercurriculum relevant training modules.

Quality teaching programs that align with the learning continuum and PLAN data established and maintained throughcollaborative planning, mentoring and professional development. Data analysis transferred into quality teaching andlearning programs.



Enhancing Community Engagement and Participation

Purpose

Continue to develop community trust and strategicsupport to ensure our students become successful learners,confidentand creative individuals, active and informed citizensand future leaders.

Increasing community support of our students through a school–wide focus on student equity, well–being and welfareprograms. To work together as a learning community to give our students the knowledge, skills and experience toachieve their personal goals and lead successful lives in the 21st century.


Staff have utilised the NSW Wellbeing Framework toimprove the educational outcomes of all students.Using broadprofiling tools, continuous records are kepton all students to support a more holisticunderstanding of students' progress.

The transdisciplinary approach to programming and delivery to develop deep understanding has been extended acrossall stages. Teachers are using a transdisciplinary curriculum continuum to support student learning across the academicand affective domains.

Positive Behaviour for Learning(PBL) continue to be the foundation for building positive relationships. The result isenhanced student, parent and school relationships.




To sustain our current ratio ofnegative to positive studentbehaviours at TBPS, as per PBLrecommendations. To increaseparents participation in ourschool–home partnerships by25% to support the P&C andparents as partners initiative. Toimprove community and schoolidentity through a focus on ourWorimi and Murrook linkages andFamily–School reference group.

School Prime Minister contributed to the ASR.Election took place and Ministers attended GRIPLeadership conference which provided newstrategies for setting goals.

100% of staff trained in new PBL directions.

25% of staff have participated in "Connect toCountry" run by Murrook and the Yuuoong AECG.

$23,242.45

Next Steps

To ensure extensive awareness of, and involvement in, school–wide leadership programs with parents of the school.

Participation in aspiring leadership, new teachers and experienced teacherlearning networks within the school andbeyond

Develop a deeper understanding of school self–assessment evidence relating to the impact of initiatives in the schoolplan.

Running a Community Think Tank in Term 1 to gain parent feedback on their hopes, dreams and aspirations for theirchildren review and design our 2017 school plan milestones collaboratively.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Links to Strategic Direction 1

Improvement measures in the generalcapabilities and all key learning areas for ourATSI students achieving at ‘expected growthor above’ in school assessment benchmarksfor their grade level each term of the annualschool year.

All of ATSI and Learning Support studentsmeet expected growth in all clusters forliteracy and numeracy.

$44,515.55

Low level adjustment for disability Links to Strategic Direction 1 & 3

All students requiring adjustments andlearning support are catered for within classprograms and other whole school strategies.76 students were referred for learningsupport.

$161,415.97

Quality Teaching, SuccessfulStudents (QTSS)

Links to Strategic Direction 2

The provision of additional executive releasetime ensured leadership, mentoring andcoaching support was given to all executive

$42,193

Socio–economic background Links to Strategic Direction 1 & 3

Student assistance was provided to familiesneeding 'hardship' support for curriculumresources and extra curricular activities.

$238,152.24

Support for beginning teachers Links to Strategic Direction 1 & 2

To provide additional release time andmentoring support to 4 beginning teachersat TBPS to ensure quality teaching programsand wellbeing as a teacher in their first year.In addition, this supported 100% newscheme staff meeting BOSTES accreditationin line with State and National professionalstandards.

$0


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 271 286 294 316

Girls 223 232 251 265

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.5 93.9 95.6 94.3

1 93.8 94.1 93 95.5

2 93.2 93 93.6 94.1

3 94.6 93.7 93.3 93.4

4 92.8 94.2 90.8 94.3

5 93.9 92.8 93.9 93.3

6 90.4 93.3 91.1 94.1

All Years 93.4 93.6 93.1 94.1

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

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 19.91

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1.1

Teacher Librarian 1

School Administration & SupportStaff

4.06

Other Positions 0

*Full Time Equivalent

The number of staff that identify as Aboriginal or TorresStrait Islander at TBPS is 4.

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 40

Professional learning and teacher accreditation

The teaching staff at Tanilba Bay Public Schoolparticipated in a number of professional learningactivities designed to build the capacity of staff toachieve some of our key priorities as set out in ourSchool Plan. Additionally, staff have been involved inprofessional learning programs that have built thecapabilities of early career teachers and aspiring andcurrent school leaders.

Tanilba Bay Public School has 11 new schemeteachers working towards Board of Studies Teachingand Education Standards (BoSTES) accreditation.While 8 of our new scheme teachers are maintainingaccreditation at Proficient level.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1st January to 31st December2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 788 743.25

(2a) Appropriation 695 928.78

(2b) Sale of Goods andServices

10 545.14

(2c) Grants and Contributions 81 081.49

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 187.84

Expenses -719 684.54

Recurrent Expenses -719 684.54

(3a) Employee Related -427 806.71

(3b) Operating Expenses -291 877.83

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

69 058.71

Balance Carried Forward 69 058.71

Financial summary equity funding

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

2016 Actual ($)

Base Total 3 592 806.75

Base Per Capita 29 394.25

Base Location 22 809.14

Other Base 3 540 603.36

Equity Total 444 083.75

Equity Aboriginal 44 515.55

Equity Socio economic 238 152.24

Equity Language 0.00

Equity Disability 161 415.97

Targeted Total 150 300.01

Other Total 68 394.15

Grand Total 4 255 584.66

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.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


Premier's Priorities:

Improving Education Results

During 2016 the school had a focus on improvingstudent writing following whole school training in theSeven Steps Writing program. This was aided throughthe use of RAM funding to substantially increase theamount of learning support time available in the schooland provide students with greater opportunities tobenefit from learning interventions. Quality Teaching,Successful Students funding was used to releaseexperienced teachers to mentor staff.

State Priorities: Better services – ImprovingAboriginal education outcomes for students in thetop two NAPLAN bands

The school prioritises the placement of Aboriginal andTorres Strait Islander students in the QuickSmartLiteracy and Numeracy programs. Students in theseprograms work with a tutor in groups of two andundertake individualised programs run throughMacquarie University that focus on improving studentgrowth. The literacy program focusses on studentvocabulary and comprehension skills. The Numeracyprogram aims to build students' speed and accuracy.Aboriginal students undertaking the program show aneffect size between 0.781 and 1.648 representing asubstantial improvement.

Parent/caregiver, student, teachersatisfaction

Students

Students strongly believe what they are asked to do inthe classroom is important (90.77%). This is acontinuation of the high engagement results from 2015and a pleasing improvement from 2014 where only74.7% of students felt classroom activities wereimportant. In 2015 93.8% felt the school expected themto do their best. This rose to an impressive 99% in2016. There was also consistency to last year with98.5% of students reporting that they try to do their bestand take pride in their learning.

A pleasing increase in students responding usually oralmost always (95.5%) that their teacher tells themwhat they are learning and why. This is an increase of15% from our 2015 survey data. We also saw anincrease of 14% from 2015 of students who feel theirteachers knows what they can do and what they needto learn, with 97% of students responding almostalways or usually.

Students feel aware of how their learning will beassessed (85.5%), an increase on the 77.7% recordedlast year. A focus in 2016 was for students to reflect onassessment, reporting, and feedback to plan theirlearning needs. As a result, 90.5% of students feelschool reports and parent interviews provideinformation about their learning.

Importantly, a high number of students (93.85%) feel

teachers plan class activities that are interesting andhelp students learn. Additionally, a high number ofstudents (90%) also feel teachers find new ways to helpthem understand. As a result of collaborative learningenvironments and school wide projects, including theBrighter Futures Transdisciplinary Programming, 80%of students feel there is a balance between working ontheir own and working with other students. This is anincrease over the last two years. In 2014 only 70.7% ofstudents responded always or usually.

To further improve this result, in line with the MelbourneDeclaration, school practices will continue to integratecreativity, communication, collaboration and criticalthinking to help equip our students for the 21st century.

Parents

13% of parents responded to the survey about schoolmanagement at Tanilba Bay Public School. Thefollowing results show parent perception in each criteriaof the survey:

Learning Environment – 94.7% of parents agreedteachers provide class activities that are interesting andappropriate to student’s needs and abilities.

Furthermore, 100% believe what students are asked tolearn is important. 100% of parents agree that teachersmanage their class to maximise student achievementand 100% feel teachers provide a balance ofindependent and group learning activities. Continuedfocususing evidence–based, trans–disciplinary teachingpractices in 2017 will help teachers develop innovativecurriculum programs that effectively developknowledge, understanding and skills of all students.

Student Engagement – Parents believe 100% of classteachers have a strong understanding of their child’sstrengths and areas of development. A 22%increasefrom 2015 and a strong improvement on 2014, where71.42% of parents responded always or usually.

Additionally, 94.7% of parents agree that students haveaccess to good equipment to help learning. This can beattributed to jointly funded projects with the school P&Cto purchase more teaching and ICT resources. 88.9%of parents feel that teachers try to provide learningexperiences that are new and different. This is a 26%increase on 2014 results and a 10% rise from 2015. Inline with the school plan, staff will undertake inventoryrounds and peer reflection to help build staff capacity toimprove student engagement.

School Expectations– 100% of parents strongly agreethat the school expects students to achieve to the bestof their ability, a 20%increase from 2015. Additionally,the majority of parents feel that students at Tanilba Baydemonstrate pride in their learning.

Communication of student achievement – 88.9% ofparents feel the school provides clear information aboutstudent achievement through the school’s reportingprocess. This result is significantly lower than previoussurveys. With the expected release of a new


DoEReporting Policy, it is anticipated the schoolreporting process will be redesigned in the near future.New reporting formats will be developed in consultationwith key stakeholders including teachers and parents toensure practices are in place to enable parents to beengaged and understand the learning progress of theirchildren and ways to effectively support them to learn.

Valuing Staff –77.4% of parents feel teachers workcollaboratively, sharing ideas about teaching andlearning with other teachers. A significant number ofparents (87.5%) believe that teachers are continuallyupgrading their skills.

Teachers

Authentic Relationships – 100% of teachersresponded ‘always’ to this area of classroom practice.This demonstrates teachers’ strong commitment toproviding a positive learning environment where pupilscan safely experiment with behaviour, choice,risk–taking and personal responsibility.

Setting clear boundaries and expectations – 100% of teachers feel staff establish clear boundaries andexpectations for student behaviour. Additionally, 92% ofstaff feel their behaviour management strategies wereconsistent and promoted student self–esteem andself–discipline. 100% of teachers use effectivemanagement strategies to create and maintainappropriate classroom environments. With theimplementation of the DoE Wellbeing policy andanticipated teachers will become more confidentimplementing classroom practices that balancebehaviour management, student self–esteem and risktaking.

Planning for teaching – Teachers feel they buildvariety into lessons and employ strategies that allowstudents to find meaning in lessons with 100%responding ‘always’ and ‘nearly always’. Theseimpressive results can be attributed to improvedcollaboration and a focus on conceptual programming.

Teaching repertoire – 100% of teachers indicated thatthey demonstrate a range of classroom managementskills in their lessons to support an effective learningenvironment for students. Pleasingly, 100% ofrespondents feel they ‘always’ or ‘nearly always’ use avariety of teaching strategies and models in theirclassroom. A focus for 2016 was for teachers to trialand refine new teaching models as only 42%felt this‘always’ happens. This was achieved throughconceptual programming and team teaching to provideopportunities for teachers to experiment with newpedagogy in a supportive environment. An increasedemphasis on reflection in Stage and curriculummeetings further helped teachers refine their teachingrepertoire. Positively, this year 85% of staff responded‘always’.

Pedagogical partners – Teachers believe that theschool provides opportunities to discuss teachingstrategies and their application in the classroom. Therehas been an increase in teachers observing each other

lessons with 84% feeling this happens regularly. Thiscan be attributed to the new requirements of the DoEPerformance Development Framework.

Reflection on teaching –It is pleasing to see 100% ofteachers feel staff always talk about quality teaching. Additionally, 75% of staff believe teachers make timeto review their classroom practices. An even highernumber of staff (88%) feel the school’s long term plansare reflected in the school plan and that we regularlyreview and modify these plans.

Coordination and Leadership– 92% of teachers feelwe get things done in teams and 86% believe that stafftaking on coordinating roles and responsibilities isskillful when dealing with colleagues, both aresignificant improvements from 2015. Areas of focus for2017 will be sharing experiences about theimprovement of classroom practice and ensuring stafffeel they are kept informed about key school decisions.

Policy requirements

Aboriginal education

Aboriginal education perspectives continued to beintegrated in all Key Learning Areas in 2016. Raisingstudent awareness of Aboriginal culture, arts, historyand contemporary Aboriginality is a focus for allstudents.

This year, all Stage 2 students attended a full dayexcursion to Murrook which focused on the land and itsimportance to the traditional inhabitants of the Worimi.All students were treated to a narrative featuringAboriginal stories, artefacts, weapons and how thesewere used to clothe and feed indigenous Australians.The impact of this excursion was immense and itserved as the basis for many follow–up lessons anddiscussions.

All transdisciplinary units of work that were designedthis year linked authentic Aboriginal perspectives wherepossible. The Stage 1 unit of work, 'The Past in thePresent', featured our local Worimi community and theimpact of the original inhabitants in this area, includingsigns of their habitation. The Stage 2 unit of work, 'FirstContact', featured an indigenous perspective of theFirst Fleet in their discussions about, and research into,the colonisation of Australia.

In 2016 eight staff members participated in a three dayconference "Connect to Country" held at Murrook,Birubi and Sand dunes. Staff have given feedback; "Itreally is about stepping back and seeing the learningjourney of kids from the perspective of the communityas well as the educators".

Multicultural and anti-racism education

The role of the Anti–Racism Contact Officer (ARCO) inschools is to be the contact between students, staff,parents and community members who wish to make acomplaint regarding racism.


The ARCO for Tanilba BayPublic School in 2016 dealtwith five reported incidents of racism by individualstudents. After investigation each incident wasestablished and resulted in consequences andconferencing for those involved in being racist. Allstudents were remorseful for their actions.

The ARCO role involves promoting the values ofrespect for all races and cultures and our school rulesof showing respect, being safe, responsible and being alearner. Students, teachers, parents and the communityare continuing to create an environment of harmony. Topromote Multiculturalism as part of our school plan in2016.

During Term 1, Tanilba Bay Public School celebratedHarmony Day. It is a day about respect and a sense ofbelonging for everyone. The central message forHarmony Day is that ‘Everyone Belongs’, whichreinforces the importance of inclusiveness for allAustralians. On Harmony Day the staff and studentswere involved in events which highlighted the culturaldiversity within our school. From Kindergarten to YearSix all children participated in activities from around theworld with a Creative Arts focus. The children weregiven opportunities to learn dances, use painttechniques to create artworks and sing songs specificto different countries. It was a time for all students toembrace cultural diversity and share what we have incommon with each other.
