2017 holmwood public school annual report · holmwood public school is a small school located...

Holmwood Public SchoolAnnual Report

2017

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Printed on: 13 April, 2018 of 11 Holmwood Public School 2172 (2017)

Introduction

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

Congratulations to our wonderful, engaged and motivated students who strive to achieve to the best of their ability in alltheir endeavours. Thank you to our team of dynamic and dedicated staff who work tirelessly to support each student. Thank you to the committed members of the P&C who support our students with their generous donations and time.

Kristine Pagett

Principal

School contact details

Holmwood Public SchoolCowra-Carcoar RdCowra, 2794www.holmwood-p.schools.nsw.edu.auholmwood-p.School@det.nsw.edu.au6342 2172


School background

School vision statement

Holmwood Public School aims to prepare students for a rapidly changing world by equipping them with critical thinkingskills, a global perspective, and respect for our core values of honesty, integrity, and compassion. Students will becomecreative and independent lifelong learners who strive for personal excellence in all aspects of their life.

School context

Holmwood Public School is a small school located approximately 8km from Cowra. Holmwood Public School is amember of the Cowra Small Schools Groups and is in the Orange Network. The school also has developed strong linkswith the local Cowra and Canowindra schools through the recently established Lachlan Valley Learning Community(LVLC).

Holmwood Public School draws some students from surrounding properties; however the majority of enrolments comefrom Cowra. Parents make the choice to have their child educated in a small school setting and students travel fromCowra to Holmwood PS via a daily bus.

The school has an emphasis on quality teaching and learning, high expectations of all students and collaborativerelationships with all learning partners.

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.

Across the domain of Learning, Holmwood Public School is 'Sustaining and Growing' in the areas of Learning Culture,Wellbeing and Curriculum and Learning. In the areas of Assessment and Reporting and Student Performance Measuresthe school is 'Delivering'.

In the domain of Teaching, Holmwood Public School is 'Excelling' in the area of Collaborative Practice, 'Sustaining andGrowing' in areas including Effective Classroom Practice, Learning and Development and Professional Standards and'Delivering' in the area of Data Skills and Use.

In the domain of Leading, Holmwood Public School is 'Sustaining and Growing' in the areas of Leadership, SchoolPlanning, Implementation and Reporting, School Resources and Management Processes and Practices'.

The Principal and teaching staff commenced working in 2017 at Holmwood Public School, therefore, the next steps to bepursued were based on reflecting on self assessment carried out by the previous staff and further self assessment at thebeginning of the year by the current staff. A plan was developed in consultation with all stakeholders on how to targetand improve identified areas across the three domains of Learning, Teaching and Leading, as well as maintaining thoseareas identified as high quality practice already embedded in the school.

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

Develop Successful Learners

Purpose

Holmwood Public School will deliver high quality teaching and learning programs where students are encouraged to thinkcreatively and critically. This will be achieved through building teacher capacity in providing engaging and meaningfullearning opportunities so that students become skilled 21st century learners who are motivated to achieve their fullpotential.

Overall summary of progress

The school met with the majority of milestones during 2017 with clear procedures established for identification ofstudents requiring support and opportunities to engage students in project based learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teachers will reflect on their ownpersonal and professional goalsand identify areas fordevelopment as part of thePerformance DevelopmentFramework.

A draft whole school assessment timetable wasdeveloped in consultation with all teaching staff,Student Learning Support Officers (SLSO) andLearning and Support teacher (LAST). The focuswas on data collection and reporting with a specificfocus on using the Literacy and NumeracyContinuums and PLAN data.

Feedback from students andparents via the annual schoolsurvey will indicate theeffectiveness of new programsand initiatives providedthroughout the year.

Feedback was very positive in relation to theorganisation of the school. Parents were pleasedthat the students are levelled according to ability sothat their individual learning needs areaddressed. Project based, enquiry learning hascontinued to be the focus of the students' learning. This is positive, quality teaching and learning.

Next Steps

A new three year cycle for the School Plan 2018–2010 commences next year. A Whole School Assessment Plan andProcedures will continue to be researched, developed and implemented incorporating effective assessment tasks, goalsetting by teachers and students using specific criteria and rubrics, analysis of students' data and developing trackingsystems to record student data. Professional learning will stem from the Professional Learning Plans (PDP) of the staffand the individual learning needs of the students. STEM activities will continue for students to be involved in projectbased, enquiry learning and additional staff will be employed to enable small group tuition and targeted interventionthrough MiniLit.


Strategic Direction 2

Instill a Culture of Respect

Purpose

Holmwood Public School will develop each student’s personal values so that they have a sense of self–worth,self–awareness and self–respect in order to manage their emotional, mental and physical wellbeing. The School willfoster respect of other people, other cultures and the environment.

Overall summary of progress

Throughout the last three year School Plan most students have developed the personal values of a sense of self–worth,self awareness and self respect to manage their emotional, mental and physical wellbeing. Tolerance for Australia'smulticultural society, for the different cultures throughout the world and for people with disabilities has beendeveloped and will continue to be part of the culture of Holmwood Public School.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

“Tell Them From Me” and othersurveys completed by studentsindicate positive results in relationto their emotional wellbeing,social interactions andanti–bullying measures.

Staff and community members reviewed andmodified the Student Welfare and DisciplineProcedures aligned with the DoE’s Policies andtransitioned to a values–focused approach tomanaging student behaviours. Classes use ClassDOJO with values added to positive reward points.The reviewed Student Welfare and DisciplineProcedures were distributed to the parents andcommunity members for consultation andfeedback. It was endorsed by the P&C. Allstudents participated in anti–bullying programs inPersonal Development & Health (PDH). StudentWelfare and Discipline Procedures were reviewedand updated to reflect feedback from the survey atthe end of 2017.

Increased involvement andparticipation in community andcultural events by staff, studentsand parents.

In 2017 the second Holmwood Spring Festival washeld which reinforced the culture of the school asan inclusive community driven centre of education.During 2017 community involvement in the schoolwas highlighted by various activities such asreading helpers, support with ANZAC Dayceremonies, the Cowra Festival of InternationalUnderstanding and the Cowra Eisteddfod. All theseactivities served to strengthen the ties between theschool and the wider community. This year theannual Harmony Day luncheon was attended by 97people which was a great demonstration of supportfor the school. The Holmwood Public School P&Chas a committed band of members who tirelesslywork to raise funds through a variety of cateringevents, running raffles and weekly canteen mealdeals to name a few to assist the students' positivelearning outcomes.

Next Steps

The focus on instilling a culture of respect is now embedded into the culture of Holmwood Public School. Anti–bullyingprograms will continue to be 'business as usual' for the students at our school. In 2018 the focus of the second StrategicDirection will be 'Quality Teaching'. The staff of Holmwood Public School will promote and maintain a stimulating and


engaging professional environment through developing a professional learning schedule that addresses theneeds identified in the goals of the PDPs of the current staff and quality teaching.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $7,485 Aboriginal funding was used to pay for aSchool Learning Support Officer (SLSO) tosupport Aboriginal students' learning in theclassrooms. The NAIDOC Day celebrationsat Holmwood Public School were funded. The activities were based on Aboriginalthemes with Rainbow Serpent painting,listening to Dreamtime stories, cooking andsport activities with an Aboriginal perspective.

Low level adjustment for disability $26,561 Holmwood Public School employed a LASTteacher one day a week to benchmark allstudents and support students experiencinglearning difficulties in literacy and numeracy. An extra SLSO was employed to facilitate theMinLit Program for all identified students. Targeted early intervention through thissupport resulted in all students demonstratinggrowth in reading fluency, word recognition,spelling, writing, and mathematics.

Quality Teaching, SuccessfulStudents (QTSS)

$4,571 QTSS funds enabled the release of staff toshadow other teachers to assist withmentoring beginning teachers. This wasachieved through teacher observation andrefining of best practice.

Socio–economic background $29,818 An additional teacher was employed toenable smaller classes to be established in2017. Through small group tuition and oneon one instruction all students benefitted. Data showed an improvement in K/1 readinglevels and a greater understanding ofmathematical concepts. The Education WeekOpen Day, end of Term Assemblies,eisteddfod performance by the choir,participation in the choir at the Public Schools'Spectacular at Sydney, the marimbaensemble performed at the Lachlan ValleyLearning Community Spectacular and the endof the year stage performance at the CivicCentre in Cowra, 'Twisted Tales', produced apositive response from parents andcommunity members.

STEM Nil The chickens have become self sufficientthrough egg sales. The students havedeveloped a sense of responsibility by beingsolely responsible for caring for the chickens. This project has now become embedded intothe school culture.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 26 22 20 20

Girls 33 33 29 27

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.6 95.9 93 91

1 93.4 95 92.4 93.6

2 95.2 95.9 93.2 92.7

3 94 92.5 89.6 94.5

4 93.2 97.9 90.5 92.5

5 93.4 97.9 89.1 87.3

6 92.4 98.4 93.4 87.3

All Years 93.5 96.3 91.9 91.7

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

The attendance figures for Holmwood Public Schoolhave remained stable in 2017 when compared with2016. Students who have consistent non–attendanceissues at Holmwood Public School are monitoredaccording to Department of Education (DoE) policy andreferred to the Home School Liaison Officer (HSLO) formanagement and intervention if required.

.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 1.3

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

0.95

Other Positions 0

*Full Time Equivalent

The school does not employ any staff that identifies as being Indigenous.

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

Staff at Holmwood Public School were involved innumerous professional learning opportunitiesthroughout 2017. Mandatory training for all staffincluded the 2017 Child Protection Update, First Aid,CPR and anaphylaxis updates, Health and SafetyInduction and updates, MyPL Basic User Training andPerformance and Development (PDP) training. Staffalso attended Beginning Teachers' Conference,Networking Days, Oliver Training, PersonalisedLearning Plan course, 3D Printing and Coding andPrincipal Network Days.

The main professional learning that the Principal andthe School Administrative Manager (SAM) participated


in was Learning Management Business Reform(LMBR) training which involved 16 days training for theSAM and 6 days training for the Principal.

Staff also participated in a weekly ProfessionalLearning segment at the Staff Meeting covering suchtopics as Reading to Learn, Literacy and NumeracyContinuums and PLAN, topics on mathematics,programming, the new NSW Syllabuses for theAustralian Curriculum, writing School Plansand Milestones and the School Excellence Framework.

The total funds expended on Professional Learning was$11,006.26.

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.

Receipts $

Balance brought forward 95,298

Global funds 62,852

Tied funds 109,067

School & community sources 17,812

Interest 1,209

Trust receipts 1,479

Canteen 0

Total Receipts 192,419

Payments

Teaching & learning

Key Learning Areas 12,710

Excursions 1,000

Extracurricular dissections 6,154

Library 141

Training & Development 1,203

Tied Funds Payments 80,101

Short Term Relief 847

Administration & Office 12,947

Canteen Payments 0

Utilities 6,464

Maintenance 10,955

Trust Payments 6,654

Capital Programs 0

Total Payments 139,176

Balance carried forward 148,541

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline 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 148,724

Appropriation 145,948

Sale of Goods and Services 0

Grants and Contributions 2,776

Gain and Loss 0

Other Revenue 0

Investment Income 0

Expenses -81,755

Recurrent Expenses -81,755

Employee Related -47,772

Operating Expenses -33,984

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

66,969

Balance Carried Forward 66,969

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.

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 433,779

Base Per Capita 7,488

Base Location 1,787

Other Base 424,505

Equity Total 63,864

Equity Aboriginal 7,485

Equity Socio economic 29,818

Equity Language 0

Equity Disability 26,561

Targeted Total 34,170

Other Total 4,584

Grand Total 536,397

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.

The percentage of students in each skill band could notbe reported on because the numbers of students fallbelow the threshold for reporting NAPLAN yearly data.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below. • All parents strongly agreed or agreed that the

school offers challenging learning programs forits students in all subject areas.

• All parents strongly agreed or agreed that theschool maintains a focus on literacy and


numeracy. • All parents strongly agreed or agreed that the

school is an attractive and well–resourced school. • All parents strongly agreed or agreed that

Holmwood Public School is connected to itscommunity and welcomes parental involvement.

• Most parents strongly agreed or agreed that theHolmwood Public School provides enoughinformation about content covered in each subjectarea.

• All students agreed that Holmwood Public Schoolhas excellent teachers that help them to learn.

• All students agreed that they are challenged andencouraged to work to the best of their ability.

• All teachers agreed that Holmwood Public Schoolis a great institution to work in.

Policy requirements

Aboriginal education

Holmwood Public School continues to provide anawareness of Aboriginal culture, history, andcontemporary Aboriginal Australia across all areas ofthe curriculum implementing the Aboriginal EducationPolicy through al teaching and learning programs. Aboriginal perspectives are incorporated into alllearning activities.

As a mark of respect, acknowledgement andunderstanding, students and teachers use the protocolsfor DoE Acknowledgement of Country in recognisingthe traditional owners of the land each morning and atall Assemblies, school events and communitygatherings

Multicultural and anti-racism education

The school has maintained a focus on multiculturaleducation in all areas of the curriculum by providingstudents with learning experiences which develop theknowledge, skills and attitudes required for a culturallydiverse society.

Students were exposed to the culture of Nepal throughparticipation in the Cowra Festival of InternationalUnderstanding. The students made a fantastic windowdisplay about the landforms, history, education, culture,people and native plants and animals of Nepal as partof the Festival competition.

In March our school celebrated Harmony Day for whichNepal was also the focus country. Each class preparedand cooked one course of a luncheon (with the help ofparents and grandparents) to serve to the localcommunity. Students and staff dressed in orange forthe day to impart the message of respect andappreciation of our cultural diversity.


2017 holmwood public school annual report · holmwood public school is a small school located...

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