2017 barooga public school annual report - amazon s3

Barooga Public SchoolAnnual Report

2017

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Printed on: 1 April, 2018 of 11 Barooga Public School 1139 (2017)

Introduction

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

John Francis

Principal

School contact details

Barooga Public SchoolHughes StBarooga, 3644www.barooga-p.schools.nsw.edu.aubarooga-p.School@det.nsw.edu.au03 5873 4242


School background

School vision statement

Barooga Public School is a vibrant and innovative learning community that is committed to delivering excellence within arich and diverse environment. Every student has the opportunity to achieve their personal best through engaged, activelearning in a safe, respectful and supportive school.

School context

Barooga Public School is the only public school located in the rural town of Barooga, adjacent to the larger Victorian townof Cobram. The school’s population in recent years has been around 150 students. In recent years an increasingnumber of low socio–economic families have enrolled at the school. The school has always had a multicultural mix andincludes a number of LBOE students. Around 5% of the school student body are Aboriginal. Parent and communitymembers of the community make valuable contributions to the school’s programs and welfare of the students. Whilstover the past few years the school’s main focus was to improve the literacy and numeracy standards of students,programs are also in place to develop the whole child. The You Can Do It program and philosophy is embedded into theschool’s culture with the Stephanie Alexander Kitchen Garden Program becoming an integral part of the school in recentyears. The school attracts equity funding to support its targeted programs.

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.

[Insert a narrative of the progress achieved across the domains of Learning, Teaching, and Leading]

A School Excellence Framework self–evaluation was conducted for the 2017 school year.

In the area of Learning it was determined Barooga Public School was delivering in Learning Culture, Wellbeing,Curriculum, Assessment and Reporting and working towards delivering in Student Performance Measures.

In the area of Teaching it was determined Barooga Public School was delivering in Effective Classroom Practice, DataSkills and Use, Professional Standards and Learning and Development.

In the area of Leading it was determined that Barooga Public School was delivering in Educational Leadership, SchoolPlanning, Implementation and Reporting, School Resources and Management Practices and Processes

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Quality Learning

Purpose

Every student in our care is engaged in meaningful and future focused learning experiences and achieves their fullpotential as a learner, a leader and a responsible and productive citizen.

Overall summary of progress

All Students have learning progress updated on PLAN every 5 weeks, with learning adjustments made accordingly. Onceagain the Year 3 NAPLAN results continue to be pleasing.

Substantial support was provided for students with additional learning needs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• All students, includingAboriginal and LBOE, achieveage/grade appropriate, or better,level as recorded on PLAN data.

RAM Low–level adjustment,English languageproficiency and Aboriginalbackground.

PLAN Data being recorded every 5 weeks for allstudents. Parent Information from PLAN providedwith semester student reports. L3 implementedthroughout K–2.

• All students, includingAboriginal and LBOE, participatein self–reflection, demonstratingresponsibility for learning.

School Resourced Students are identifying learning goals andbecoming more aware of their own learningprogression.

Next Steps

Students becoming responsible learners and able to identify learning goals.

Staff trained in the interpretation and analysis of data to implement quality learning programs.



Quality Teaching and Leadership

Purpose

Build workplace capacity through focused professional learning and development that creates a culture in which everystaff member is engaged in ongoing, relevant and evidence–based learning and practice at an individual and collectivelevel.


All staff have performance Development Plans linked to the Professional Teaching Standards and the School Plan.

Release time was scheduled for Stage planning and consistent judgement to occur.

Staff provided with time to observe, demonstrate and provide feedback to colleagues.





• All teachers will have aPerformance and DevelopmentPlans linked to the ProfessionalStandards for Teachers.

Staffing allocation of 0.06(approx 1.5 hrs/w)

Performance Development Plans and observationscompleted and linked to Professional TeachingStandards.

• All staff implement the QualityTeaching Framework model intheir classroom practise andthere is evidence of it in theirclassrooms.

School Resourced Explicit teaching of L3 in all K –2 classes and theimplementation of VCOP Writing in allclasses, across the school.

Next Steps

Staff provided with necessary skills to analyse, interpret data, providing greater information to plan learning.

Provide greater opportunities for the integration of ICT, Robotics and Coding within learning.

Leadership providing the structures for continuous improvement.



Quality School Culture

Purpose

Build stronger, positive relationships as an educational community, inspiring a culture of collaboration, engagedcommunication, empowered leadership and organisational practices to ensure our students thrive and show growth intheir learning in a supportive and mutually respected environment.






• Increased enrolments fromBarooga and surrounding area.

School Resources Promotion throughout the Barooga communityof the school through print and social media.Extensive representation at Pre Schools. 6 weekTransition to School program for 2018Kindergarten.

• Increase in satisfaction ratingfrom surveys

Positive feedback from school surveys.

• Reduced incidents ofclassroom and playgroundmisbehaviour recorded.

School Resourced –Professional Learning

Expression of Interest in Positive Behaviour forLearning (PBL). Staff provided with initialtrainingBehaviour Matrix developed.

• Increased communityengagement, especially fromequity groups (Aboriginal &LBOE)

Continued multi platform approach to schoolpromotion.

Next Steps

To implement Positive Behaviour for Learning (PBL).

Provide parents and the community with greater opportunities for involvement and engagement with the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading RAM

• Aboriginal backgroundloading ($4 977.00)

Good attendance for Aboriginal students.initial planning to update artwork in 2017began.

English language proficiency RAM • English languageproficiency ($1 927.00)

SLSOs supporting students

Low level adjustment for disability RAM • Low level adjustment fordisability ($25 789.00)

LaST team prioritising caseload, which hasincreased support for students needingassistance greatly.

Quality Teaching, SuccessfulStudents (QTSS)

Staffing Allocation • Quality Teaching,Successful Students(QTSS) ($0.00)

Provided professional learning opportunitiesfor all teaching staff.

Socio–economic background RAM • Socio–economicbackground ($2 809.00)

Used to support students access curriculumoptions and provide financial support forstudents to attend learning opportunities.

Support for beginning teachers RAM

• Support for beginningteachers ($5 444.00)

Concluded at the end of Term 1


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 90 93 86 82

Girls 64 67 65 60

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.2 93.2 89 93.5

1 95.1 92 92.6 94.9

2 95.8 92 93.5 94.1

3 95.1 93.5 94.1 95.4

4 97.1 94.2 95.3 95.5

5 94 95.7 96.3 95.1

6 94.8 92.7 93.2 93.9

All Years 95.4 93.3 93.7 94.7

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

In 2017 the Barooga Public School Attendance Policywas reviewed with the introduction of LMBR andattendance now being marked electronically.

Late arriving students are now required to report to theoffice, as well as those leaving early.

Teachers request and explanation for unexplainedabsences within two days of first absence.

The Home School Liaison Officer monitors absenceseach term and reports back to the school any causesfor concern.

The School Learning and Support Team is made aware

of any student absences causing concern.

Information on why regular attendance is periodicallyincluded in the school newsletter.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 2

Head Teacher(s) 0

Classroom Teacher(s) 4.66

Teacher of Reading Recovery 0.71

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.91

Other Positions 0

*Full Time Equivalent

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

All teachers and support staff participated in a widevariety of Professional Learning throughout 2017. Themain focus areas for training included: • Positive Behaviour for Learning • VCOP Writing • LMBR Financial and System Management • MiniLit • CPR and Anaphylaxis • $23515 was spent on Professional Learning in

2017


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

Financial information

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

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

Barooga Public School was careful with it's expenditurein 2017 as funding arrangements are in the process ofchanging, along with the school's financial accountingchanging over from OASIS to SAP/SALM in July 2017.

Receipts $

Balance brought forward 118,866

Global funds 88,830

Tied funds 73,219

School & community sources 28,363

Interest 1,581

Trust receipts 3,624

Canteen 0

Total Receipts 195,617

Payments

Teaching & learning

Key Learning Areas 15,885

Excursions 1,755

Extracurricular dissections 19,887

Library 1,175

Training & Development 967

Tied Funds Payments 74,859

Short Term Relief 18,147

Administration & Office 20,586

Canteen Payments 0

Utilities 16,594

Maintenance 5,667

Trust Payments 5,253

Capital Programs 0

Total Payments 180,775

Balance carried forward 133,707

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottom

line totals, which are calculated without any rounding.

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

2017 Actual ($)

Opening Balance 0

Revenue 307,632

Appropriation 273,400

Sale of Goods and Services 950

Grants and Contributions 32,966

Gain and Loss 0

Other Revenue 0

Investment Income 316

Expenses -175,240

Recurrent Expenses -175,240

Employee Related -86,648

Operating Expenses -88,592

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

132,392

Balance Carried Forward 132,392

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

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

Barooga Public School was careful with it's expenditurein 2017 as funding arrangements are in the process ofchanging, along with the school's financial accountingchanging over from OASIS to SAP/SALM in July 2017.

Financial summary equity funding

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


2017 Actual ($)

Base Total 1,207,568

Base Per Capita 23,077

Base Location 18,409

Other Base 1,166,082

Equity Total 137,320

Equity Aboriginal 5,378

Equity Socio economic 59,568

Equity Language 1,777

Equity Disability 70,596

Targeted Total 35,950

Other Total 83,574

Grand Total 1,464,411

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

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Year 3 students continue to demonstrate pleasingprogress in Literacy, with a greater percentage ofstudents in the lower two bands and more in the topband, than the school's recent average.

In Literacy, there is a lower percentage of Year 5students in the lowest band compared to the recentpast average.

Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 0.0 8.7 21.7 21.7 21.7 26.1

School avg 2015-2017 3.0 13.5 26.4 19.0 20.5 17.5

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2015-2017 1.5 10.1 33.7 17.2 21.6 15.8

Percentage in Bands:Year 3 - Spelling

Band 1 2 3 4 5 6


School avg 2015-2017 6.0 16.2 20.8 27.8 19.0 10.1

Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2015-2017 4.5 4.5 32.5 31.3 17.2 10.0

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2015-2017 8.2 36.1 18.5 16.6 17.2 3.3

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2015-2017 15.2 28.4 25.3 13.9 15.6 1.7

Percentage in Bands:Year 5 - Spelling

Band 3 4 5 6 7 8


School avg 2015-2017 13.4 27.3 22.2 23.9 11.6 1.7

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2015-2017 18.4 20.5 46.2 10.0 3.3 1.7


Year 3 students continue to demonstrate pleasingprogress in Numeracy, with a greater percentage ofstudents in the lower two bands and more in the topband, than the school's recent average.

In Numeracy, there is a lower percentage of Year 5students in the lowest band compared to the recentpast average.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2015-2017 3.0 24.1 19.3 21.8 18.5 13.2

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2015-2017 3.3 40.7 24.2 23.4 5.2 3.3

The percentage of Year 3 students achieving the topband in Year 3 Literacy and Numeracy has increased,compared to the average of recent years.

Parent/caregiver, student, teachersatisfaction

In satisfaction surveys conducted, a positive responsewas recorded. Approximately one third of familiesresponded with 70% very satisfied. The remainder ofthe responses were either satisfied or somewhatsatisfied.

Policy requirements

Aboriginal education

• Senior Aboriginal students led School Assemblyrecognising Sorry Day and Reconciliation Week.

• Year 6 student's gift to the school, from their ownfundraising was for a flagpole to fly the AboriginalFlag.

• Aboriginal students have excellent attendance,better than the school average.

• Aboriginal background funding was used toprovide personal learning plans and support forlearning and engagement.

Multicultural and anti-racism education

In 2017 Barooga Public School continues to embraceour cultural diversity. Students from languagebackgrounds other than English represent a smallproportion of the student population. Within our school,cultural diversity is recognised across the Key LearningAreas. Activities children participate in provide a vehicleto study and appreciate other cultures and encourageattitudes of respect and tolerance.

Our Anti–racism Contact Officer kept staff informedabout current policies and updates.


2017 barooga public school annual report - amazon s3

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