2017 eumungerie public school annual report

Eumungerie Public SchoolAnnual Report

2017

1873

Printed on: 10 April, 2018 of 12 Eumungerie Public School 1873 (2017)

Introduction

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

Shelley Darcy

Principal

School contact details

Eumungerie Public SchoolWheaton StEumungerie, 2831www.eumungerie-p.schools.nsw.edu.aueumungerie-p.School@det.nsw.edu.au6888 1020

Message from the Principal

Eumungerie Public School continues to provide a dynamic and inclusive learning environment focusing on qualityteaching and student achievement.

The school is strongly supported by the Parents & Citizens Association (P&C). Throughout 2017 the school achievedcommendable results in the area of Visual Arts. Imarni Gray received a Highly Commended award in the Interrelate SayNo To Bullying campaign. Students also performed commendably in drama, musical and signing choir presentations atterm assemblies and the Annual Presentation Night.

Facebook and School Stream apps have continued to be successful in promoting the school and communicating withparents.

The consistent effort and diligence of individuals has been outstanding. Student mentoring and peer tutoring are freelygiven, and the children are incredibly supportive of each other in all pursuits. Our Student Representative Council (SRC)leadership was strong and the students benefited from linking with our local small schools network. Year 6 studentMorgan Ruttley attended the Future Leaders program in Dubbo.

Students participated in many local excursions which broadened their cultural and educational experiences.

The staff and students of Eumungerie Public School are actively involved in the local community as evidenced by ourparticipation in the Anzac and Remembrance Day Services, Australia's Biggest Morning Tea and Clean Up AustraliaDay.

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.

Strive to Learn

Shelley Darcy

Principal


School background

School vision statement

Eumungerie Public School is committed to creating a cohesive, positive environment, where each child is encouraged tobe the best that they can be, through inclusive and engaging learning experiences. The school staff is committed todeveloping a love of learning and the capacity to achieve through catering for each child’s emotional, social andacademic needs.

School context

Eumungerie Public School with an enrolment of 20 students, 20% indigenous, is a small rural school with a committedstaff and rigorous curriculum programs focused on academic growth and development. As a 21st Century school it hasembedded digital technologies to support student learning. In embracing the philosophy of Every Student, Every School,the school caters for the needs of all students, developing individual learning plans where required. Eumungerie PublicSchool is an inclusive school that nurtures the success of each individual by fostering a positive and caring learningenvironment.

The school continues to build upon the foundations of parental and community involvement. Parents are involved inmany aspects of the school ranging from in class support and P&C to ground beautification. We are proud of thedynamic association that we have developed within the community and parent body.

Eumungerie Public School maintains a continued focus on the quality of student outcomes in literacy, numeracy andengagement and caters for a broad range of activities including performing arts, cultural, leadership, sporting,environmental and academic pursuits.

Through Early Action for Success, the school is provided with an Instructional Leader, an additional 0.1 teacherallocation to deliver tailored interventions in literacy and numeracy as well as a training allocation for teachers tostrengthen personalised learning for K–2 students.

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated that this school is sustaining and growing in the majority of the elements across allthree domains.

The staff continued to use the School Excellence Framework to inform, monitor and validate the progress and impact ofour teaching and learning strategies throughout the year. Staff collaborately examined the school plan to determine theelements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progressbeing made across the school based on the expectations identified in the Framework. This provided an importantoverview to ensure our continued efforts align with these high level expectations.

In the domain of Learning, our efforts continued to primarily focus on wellbeing, Literacy, Numeracy and learning. Thestrong performance of the school in creating a positive and productive learning culture among students and staff hascontinued to be a feature of our progress. The school's wellbeing program continued to be refined ensuring induvidualstudent's needs were met and nurtured. The management of individual wellbeing has provided a significant way to builda culture of trust, respect and valuing of each other. The results have been evident in student ability to self–monitoremotions, consistent attendance rates and in the increased engagement in learning. Attention to individual learningneeds has continued to be a focus throughout the year. Early identification and access to support resulted in studentneeds being met explicitly. Parents were more actively involved in this process.

All staff at EPS are committed to identifying, understanding and implementing the most effective teaching methods, with


a high priority given to evidence–based teaching strategies in a collaborative and inclusive manner.Professional learningand development is aligned with the school plan and its impact on the quality of teaching and student learning outcomesis evaluated and reflected upon in a regular and timely manner. Teachers understand and utilise assessments forlearning, of learning and as learning in determining teaching directions and individual student needs. Data andprofessional judgements drive school decision–making around school resourcing.

The school plan is at the core of continuous improvement efforts and achieving transitional change with the school'svision and strategic directions evident in its main activity. At Eumungerie Public School, all teachers and students areseen as leaders and learners and we support a culture of high expectations and authentic community engagement.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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

Student Learning and Engagement

Purpose

To actively engage all students in meaningful and challenging learning experiences through personalised anddifferentiated learning opportunities; which develops them as both learners and leaders; which instils the values of respectful and responsible citizenship; and promotes their intellectual, physical, social, emotional, moral, spiritual andaesthetic development and well being.

Overall summary of progress

Eumungerie Public School’s whole school approach to quality teaching has been the driving force behind improvedstudent outcomes and engagement. Professional learning opportunities, engaging teachers in developing the capacity toincrease purposeful student engagement, have been undertaken through Early Action for Success, Fun Friends andMindfulness programs. These initiatives have been incorporated in daily classroom practice. A whole–school focus onimprovement in the areas of literacy and numeracy was supported by the continuation of the ‘Read, Read, Read’program, Buddy Reading program and L3 strategies. Our SLSOs were trained in specific Literacy support programs.PLAN data was used to track students along the Literacy and Numeracy Continuums, which lead to programs reflectingindividual student needs. Participation in extra curricula activities such as excursions, video conferencing, Roboticsworkshop, the Wiradjuiri language program and Ikifit has reflected the positive learning and engaging environment thatEumungerie Public School has created.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased numbers of studentsachieving stage appropriateclusters on the Literacy andNumeracy Continuums.

$36 814 (Socio–Economicbackground) Teacher

$8 289 (AboriginalBackground) SLSO

$20 315 (Low LevelAdjustment for Disability)Teacher

$4 009 (Learning & SupportFlexible) SLSO

Value added growth for the majority of studentsbetween Kinder and Year 6 was evidenced on theContinuums.

Maintain 90% studentparticipation in extra curriculaactivities.

$500 Ikifit program

$1 000 Mindfullnessinitatives

$500 State Touch KnockoutFinal

$2 000 Ozbot classroom set

Extra curricula activities achieved over 95%participation rate, with absences due only to illness.

Implementation of student Mindufllness, Ikifit,Robotics, Wiradjuri, Get Hooked and ExpoDay programs.

Next Steps

The future directions for 2018 include a continued focus on the School Excellence Framework, particularly the teachingelements to ensure consistent tracking of evidence resulting in continued best practice and ensuring early identificationand intervention to provide stronger, more focused support to individual students in partnerships with their parents.

Literacy

• Create local school based targets (based on syllabus) to ensure that each student is fluent in foundation literacy skillsand knowledge for future successful learning.


• Focus on whole school professional development in providing systematic, specific, and timely feedback to students.

Wellbeing • Develop a lasting culture where students can grow in the area of wellbeing. • Implement a comprehensive and inclusive framework to support cognitive, emotional, social, physical and spiritual

wellbeing to support students to be self–aware and actively contribute to the school through building positiverelationships.

• To further solidify our school philosophy of supporting the ‘whole student’, genuine community input will beregularly sought when developing and implementing all elements of a wellbeing framework.

Student engagement • Through a deeper understanding of evidence based practices, Eumungerie Public School will develop a clear

culture of collective efficacy where all members of staff will be equipped with the skills necessary to supportstudents in the understanding of how to improve their learning. All members of staff will be up–skilled to enableexplicit modelling of effective practice and feedback. As a result, students will feel empowered as they will developa clear understanding of what skills are required for their individual progression; research suggests this has asignificant impact on student engagement and performance.



Professional Practice

Purpose

To promote, build and sustain the professional learning of all staff members through providing consistently high levelprofessional practices to create a meaningful ,inclusive and equitable whole school learning environment. Thisencourages and supports a range of learning styles, ensuring personalised and differentiated learning for students inorder to enhance student outcomes.


Quality teaching, assessment and the use of effective feedback have been a key professional learning focus in 2017 toachieve this strategic direction.

All teachers have been trained in implementing a variety of social skills programs and mindfulness strategies to improvestudent engagement in all areas of the curriculum and these programs were successfully implemented during the year.Staff have continued with implementing and modifying, as required, written units in the area of Literacy, Science andTechnology, History and Geography. Professional development specific to literacy and numeracy included Teaching forGrowth in Reading and Writing, the Essentials of Teaching Mathematics and L3 Stage 1. LEAP 2017 Conference wasattended.





Evidence of aligned professionalgoals, the annual performanceand development cycle,andselected Teaching Standards andthe Principal Standards.

Professional LearningFunds $4 153

Supplemented from RAM

Professional Development Plans (PDPs) werecompleted and enacted throughout the yearproviding professional development which met theschool needs and individual staff needs. Thisresulted in increased student engagement, explicitteaching and improved student performance.

Provision of quality professionallearning aligned to schoollearning goals; systemrequirements; and professionalcareer aspirations of staff.

RAM funds All staff completed mandatory requirement trainingand school based training.

Staff also aligned their personal goals in their PDPsto enhance their skills in relevant areas forimproved personal, school and studentperformance.

Teacher performance and development indicatesgrowth in teacher capacity against the ProfessionalStandards for Teachers.

Next Steps

All staff members continue to deepen their understanding of the new History and Geography syllabuses and will continueto trial and modify units of work in the area of Literacy, Mathematics, Science and Technology, History and Geography.

Staff will continue professional learning around evidence based teaching and learning strategies and monitor effect onprogress of students. Staff will also develop a platform for collective efficacy where all staff are able to analyse datasources and have input into the strategic directions of the school.

Staff are becoming more confident in developing their PDPs, which has led to a deeper reflective process. Regular andeffective monitoring and feedback processes are now embedded in our day to day practice to discuss, support and toplan for growth.

Professional Learning that is determined to have the strongest impact on student achievement will be accessed in 2018.Areas of focus will include continued whole school training in 'Mindfulness' strategies and processes to assist studentswith specific learning and socialising needs. A whole school approach to Staff Wellbeing will continue be implemented.



Inclusive, Respectful Partnerships

Purpose

To build inclusive collaborative teams and school networks, through quality community partnerships which contribute tomaking learning core school and community business; which has students’ engagement, learning and well being as acentral focus; and builds relevant knowledge and skills which are contextual and reflective of local priorities.


The school was highly successful in providing a number of events and activities which enabled parents and communitymembers to attend and support the students. Special events, which included assemblies and special days, were wellreceived by parents with the majority of families being represented.

Facebook and School Stream were successfully used to promote events and achievements and encourage parent andcommunity involvement.





Increased parent participation inthe P&C and school–homepartnerships.

$1 000 RAM Parents/Carers were invited to attend variousfunctions including assemblies, informationsessions, end of year functions and special daysthroughout the year. At each of these functions themajority of families were represented.

P&C numbers attending meetings varies from fiveto seven members. The P&C continue to fundraiseto support all students through initatives suchas Ozobots and the Mindfullness gardenand contributed towards excursions, resouces forthe classroom and social activities.

Sustained high levels of studentengagement, learning, andwellbeing as a result of qualityand innovative strategiccommunity learning partnershipsand consultation.

$1 500 RAM Students participated in a number of extra–curriculaactivities including sporting opportunities, liveperformances and video conferences.

The school community is well informed andprovides feedback on student ativities and learning.

Welfare Policy and Proceduresreflect a positive school culture.

$1 000 RAM Close communication between parents and staffensure that school policies and processes aresupported by the wider community.

Next Steps

The future directions for 2018 will continue the involvement of our parents in events and strengthen what has alreadybeen established, including attendance at our information sessions, assemblies and special events.

We will continue to have a strong focus on our Transition programs both into Kindergarten and the Year 6 to Year 7Orientation program. Our involvement in the Wellington and Dubbo Small Schools Network will continue, with interschoolvisits, shared performances, excursions, sporting events and staff professional learning.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $8 289 Employment of a Student Learning SupportOfficer (SLSO) from RAM equity funding tosupport Aboriginal students within theclassroom. All Aboriginal students had anindividual learning and support plandeveloped in consultation with their parents.All students have demonstrated improvedoutcome achievements and attendance.

Low level adjustment for disability $24 323 Employment of a classroom teacher and anSLSO from RAM equity funding to supportstudents within the classroom. Adjustmentswithin the teaching program have resulted inimproved access to the curriculum forstudents with disability. Improvement alongthe literacy and numeracy continuums is adirect result of teaching strategiesimplemented to meet the needs of individualstudents.

Quality Teaching, SuccessfulStudents (QTSS)

$1 320 Employment of a Sports Physiologist toassess each student and create a classroomprogram specifically designed to targetindividual needs.

Socio–economic background $36 814 Employment of a classroom teacher and anSLSO to support students within theclassroom. Improved student engagementhas been evidenced through increasedattendance and student outcomeachievement in both literacy and numeracy.

Funding was used to continue a Reach out toCulture initiative enabling students to enjoy avariety of cultural experiences including livetheatre performances.

It was also used to support the school'sinnovative C'n'B Aspirations Expo Day whichis designed to show the students the widerange of professions to which they can aspire.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 11 8 9 10

Girls 8 11 10 10

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.5 93.4 98.9 98.3

1 82.2 89 94.6 80

2 97.3 85.8 93.3 98.9

3 90.5 89.3 85.3 91.5

4 86.9 91 82.4

5 95.3 89.4 87.8 93

6 100 95.2 100 92.7

All Years 91.7 89.1 91.1 92.3

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 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

Student attendance has increased as it has been anidentified school focus, supported by the publishing ofregular attendance information sections within ourschool newsletter. We also continued the On Time FreeTime reward system.

Staff work directly with families to ensure attendance ofall students is a priority and make contact on the firstday of absence of students.

Where necessary the Home School Liaison Officer iscontacted.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 0.35

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.02

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

The staff of Eumungerie Public School has had theopportunity to participate in the following wide rangingprofessional activities: • The Principal attended all Primary Principal

Association Meetings, Macquarie NetworkPrincipals' meetings, the Western RegionPrincipals' Conference and specific PP5 and PP6principals' meetings for small schools

• New School Plan 2018 – 2020 • School Excellence Framework V2 • Learning Progressions • Work, Health & Safety • The Australian Teachers' Wellbeing Toolkit for

staff • Early Action for Success (EAFS) professional

learning • Mandatory Emergency Care, Resuscitation, Child

Protection update, Code Of Conduct and


Anaphylaxis training • Teacher Rescue Swimming Qualification

completed by both teaching staff members • L3 Stage One professional learning • Learning and Support Teacher visited other

primary schools to up skill in supporting teachingand learning in the Infants setting

• Vicarious Trauma • Budget workshop

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

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

2017 Actual ($)

Opening Balance 147,261

Revenue 424,242

Appropriation 409,843

Sale of Goods and Services 0

Grants and Contributions 13,612

Gain and Loss 0

Other Revenue 0

Investment Income 787

Expenses -380,076

Recurrent Expenses -380,076

Employee Related -329,943

Operating Expenses -50,133

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

44,166

Balance Carried Forward 191,427

This summary covers funds for operating costs anddoes not involve expenditure areas such as buildingand major maintenance.

A significant amount has been carried forward for thepurpose of replacing the ride–on mower andestablishing an outdoor learning area.

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 286,590

Base Per Capita 2,904

Base Location 8,966

Other Base 274,720

Equity Total 69,426

Equity Aboriginal 8,289

Equity Socio economic 36,814

Equity Language 0

Equity Disability 24,323

Targeted Total 29,324

Other Total 20,052

Grand Total 405,392

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.

As there were fewer than ten candidates who sat theYear 3 and Year 5 NAPLAN in 2017 informationregarding the percentage in skill bands cannot beshown due to privacy reasons.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

In accordance with the Premier's Priorities: Improvingeducation results and State Priorities: Better services –Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands, schools are required to


report their student performance for the top twoNAPLAN bands in Reading and Numeracy.

The small numbers of students undertaking the test,prevent comment on percentages due to the privacy ofthe students.

Parent/caregiver, student, teachersatisfaction

Parent comments:

Fantastic School, wonderful friendly environment. Theteachers aren't just teachers, they are your friends too.

Thanks Mel for sharing. Folks out there, this is awonderful school full of great young people.

Eumungerie RFS look forward to being part again thisyear (Expo Day). Last year was such a pleasure to beinvolved as we are sure this year will be also.

Student comments:

I love Genius Hour beacuse I get to pick what I learnabout. I made a cool volcano.

I like being in the ANZAC march and wearing meadalsand representing the school.

Playing touch footie in Sydney was fun. I got to meetheaps of other kids.

Teacher comments:

I love working in a small school because I cangenuinely say I know each student and their family.

The flexibility afforded being in a small school lets mecater to the individual needs of all students.

Policy requirements

Aboriginal education

During 2017 we continued to develop studentawareness of the Aboriginal heritage of the local areaand to enhance understanding of Aboriginal culture.This was achieved with weekly visits from theNorthwest Wiradjuri Language and Culture Nest. These visits highlighted art, dance, language andculture. An excursion to Uncle Ralph Naden'sAboriginal heritage centre was conducted to celebrateNAIDOC.

Aboriginal initiatives and resource materials wereincorportated in teaching programs and indigenousliteracy included in classroom and whole school readingprograms.

An Aboriginal Student Support Officer was employed towork with targetted students on individual learningplans constructed by classroom teachers in negotiationwith parents.

Multicultural and anti-racism education

In line with the school plan, the school has reviewed itsteaching and learning program this year to ensure thatculturally inclusive classroom and school practices areembedded. All our programs foster the students'understandings of culture, cultural diversity, racism andactive citizenship within a democratic, multiculturalsociety.

Students across the school were engaged in units ofwork to further their understanding of multiculturalism inAustralia. Students participated in a proactive HarmonyDay program which included activities focused onempathy, fairness, acceptance and tolerance of allpeople from different cultural backgrounds.

The role of the Anti–Racism Officer (ARCO) in schoolsis to be the contact between students, staff, parentsand community members who wish to make acomplaint regarding racism. The School maintains anAnti–Racism Officer.

Other school programs

Student leadership was a focus in 2017. The StudentRepresentative Council took part in Small Schools'Network Video Conferences twice a term. They createdan Action Plan to enhance the running of the schooland student engagement. They were active andresponsible leaders in our school. The SRC had theopportunity to participate in the Future LeadersProgram in Dubbo to develop leadership skills.

Our school touch football team reached the state finalsday in Sydney, ranking seventh in the state.

Environmental education and sustainability wereembedded in teaching and learning. This was linkedto a collaborative initiative with the WambangalangField Studies Centre, where students made videos topromote the value of environmental awareness andsustainability.

A representative from the Enviro Mentors programvisited the school and educated the students on theimportance of responsible recycling.

A variety of family and community programs were alsoconducted during 2017. These included Read,Read,Read, Friday Lunches, Eumungerie Dog Trial,Grandparents’ days, Mother’s Day and Father’s Daycelebrations, Buddhist monk visits, ANZAC services,Biggest Morning Tea, Book Week and Education Weekactivities.

Our Reach Out To Culture program continued tostimulate the students. Students are given theopportunity to enjoy a variety of cultural experiencesdepending on local availability.


2017 eumungerie public school annual report

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