2017 kapooka public school annual report - amazon s3€¦ · girl participating in the riverina...

Kapooka Public SchoolAnnual Report

2017

3923

Printed on: 13 April, 2018 of 14 Kapooka Public School 3923 (2017)

Introduction

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

2017 has been a year of change for Kapooka Public School. A new financial system and student enrolment and welfaresystem were introduced in the middle of 2017, following extensive training of the School Administrative Officer and thePrincipal. We have also had a staff member retire and our General Assistant and Defence School Transition Aide leavethe school.

I would like to take this opportunity to commend the community, staff and students for their adaptability and positiveattitude to these changes. Everyone has pulled together to ensure that the transitions have been smoothand that the new systems and changes of staff in the school have caused minimum disruption..

We have experienced successes in 2017 with a year six boy selected for the PSSA Rugby League team and a year sixgirl participating in the Riverina Choir and singing at the School Spectacular in Sydney. Four senior students werechosen to be part of the Core Choir at the Public Schools of Wagga Wagga choral and dance performance, CHORDS,held in the Civic Theatre. Three classes performed at Education Week and for the first time, the senior studentscompeted as a choir in the Eisteddfod gaining a Highly Commended for their efforts. The Wiradjuri language has beentaught across the school and an Aboriginal garden developed to highlight the uses of native plants by the Wiradjuripeople.

I am looking forward to collaborating with the school community for another successful year in 2018.

Lyn Eacott

Principal

School contact details

Kapooka Public SchoolSturt AveKapooka, 2661www.kapooka-p.schools.nsw.edu.aukapooka-p.School@det.nsw.edu.au02 6931 2703

Message from the Principal

2017 has been a year of change for Kapooka Public School. A new financial system and student enrolment and welfaresystem were introduced in the middle of 2017, following extensive training of the School Administrative Officer and thePrincipal. We have also had a staff member retire and our General Assistant and Defence School Transition Aide leavethe school.

I would like to take this opportunity to commend the community, staff and students for their adaptability and positiveattitude to these changes. Everyone has pulled together to ensure that the transitions have been smoothand that the new systems and changes of staff in the school have caused minimum disruption..

We have experienced successes in 2017 with a year six boy selected for the PSSA Rugby League team and a year sixgirl participating in the Riverina Choir and singing at the School Spectacular in Sydney. Four senior students werechosen to be part of the Core Choir at the Public Schools of Wagga Wagga choral and dance performance, CHORDS,held in the Civic Theatre. Three classes performed at Education Week and for the first time, the senior studentscompeted as a choir in the Eisteddfod gaining a Highly Commended for their efforts. The Wiradjuri language has beentaught across the school and an Aboriginal garden developed to highlight the uses of native plants by the Wiradjuripeople.


I am looking forward to collaborating with the school community for another successful year in 2018.

Lyn Eacott

Principal


School background

School vision statement

At Kapooka Public School education is a shared responsibility, with staff and parents working in partnership to generate,maintain and promote excellence and equity to equip students to achieve their personal best and be active and informedcitizens in the future.

In the context of a mobile school population we are seeking to prepare our students to meet new educational and socialchallenges and to develop in them greater self–esteem, self–discipline and motivation to learn and succeed.

School context

Kapooka Pubic School is a small, dynamic, well–resourced school within a unique natural setting. The students arecommitted and enthusiastic learners who enjoy rich and thought–provoking learning experiences. The students areencouraged to be caring and considerate of one another and develop resilience.

The majority of our students are transient, with families remaining in Kapooka for approximately 2–3 years. A particularfocus of our school is on the smooth transition for students into our school and for their families into the wider community.

The school works closely with our parents to provide positive learning outcomes for all students. It is staffed by caring,committed and experienced staff who have high expectations and develop quality learning experiences with the capacityto meet the needs of all students: emotional, cultural, sporting and academic.

Kapooka Public School has a strong values base reflected in our school rules, welfare procedures and generalexpectations. All of these have been formed in collaboration with the parent body with the aim of creating thoughtful,caring and proud students. Kapooka Public School belongs to the Wagga Community of Small Schools providing wideropportunities for social extension and cooperative learning for students as well as professional learning and support forstaff with opportunities for the wider community to collaborate and plan for all students in the network.

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 Schools Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the Schoosl 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.

In the domain of Learning we are Sustaining and Growing with evidence that in some elements the school is excelling.We have positive and respectful relationships across the school community ensuring students have a strong identity aslearners and there is a productive learning environment. Individualised learning is evident and data is used to analysestudent and school performance. Assessment data informs planning for groups and individual students. Around twentypercent of students achieve at high levels of performance on external performance measures.

In the domain of Teaching we are Sustaining and Growing. Evidence suggests that the leadership in the schoolpromotes effective, evidence–based teaching practice and that teachers collaborate through classroom observation andfeedback to drive school–wide improvement. With our Community of Small Schools, teachers collaborate across stagesto ensure consistency of curriculum delivery. Teachers are actively engaged in their own professional learning and workbeyond their classrooms to contribute to broader school programs.

In the domain of Leading Kapooka Public School is Sustaining and Growing. The school uses evidence–based andinnovative thinking when designing our school plan to ensure ongoing improvement in student outcomes. Financialplanning is integrated with the school plan and longer term considerations. Process are being implemented to provideeffective information and strengthen parental engagement.

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

Wellbeing

Purpose

To develop a school culture that supports the cognitive, emotional, social, physical and spiritual wellbeing of students toenhance learning and engagement.

Overall summary of progress

The school has in place a strong behaviour system to support the welfare of the students. This is underpinned by ClassDojo allowing students to have control through monitoring their progress and reflecting on their behaviour. A system tomonitor students requiring support and a more comprehensive communication system with parents is in place toenhance their wellbeing. 100 % of students attended Green level activities in 2017, and 51% of students were on Bluelevel and 9% students on Gold level at the end of the year.

Programs such as Breathing Buddies, Comic Kids Yoga and Smiling Minds are used in all classrooms to to assiststudents to regulate their emotions and support their well being.

Science Technology and Mathematics (STEM) was introduced across the school resulting in a high level of engagementwith individual student strengths being highlighted.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

The school has in place acomprehensive and inclusiveframework to support 95% of theschool having consistent positivebehaviour measured by ourBehaviour Policy level system.

Gold level reward $208

Green/Blue Level reward$1366

9 % of students achieved Gold Level

51 % of students achieved Blue level

95 % of students remained on Green level or aboveall year.

90% of the whole schoolcommunity is committed to theschool’s strategic direction andwelfare practices to ensurestudents feel safe and supportedin their learning as measured bythe Tell Them From Me survey.

Student Tell Them From Me (TTFM) surveyindicated that students were above state average,feeling that they do not get into trouble at school fordisruptive or inappropriate behaviour.

Parent TTFM survey indicated that the schoolsupports positive behaviour and is a safe andinclusive school.

Next Steps

• At the beginning of the year, students are selecting the behaviour level they would like to achieve mid year and atthe end of the year, and detailing how they can achieve this. Through out the year students will monitor theirprogress and reflect on how to keep on track to achieve their goals. Having a stronger and more regularcommunication system with parents by the student for behaviour will be a focus for 2018.

• Strengthening communication with parents both formally and informally about students achievement through theuse of technology such as Class Dojo and Google suite facilitating snap shots of students learning being sent toparents throughout the day will be a professional learning focus.

• To continue to support the engagement of all students at Kapooka Public School, building on the implementationof STEM throughout the school, including professional learning on coding and robotics, will be a focus for 2018.The school will investigate and purchase technology to support the learning.



Learning Culture

Purpose

To develop a school wide learning culture based on a high level of engagement and respect, promoting students andstaff to think deeply and logically based on evidence. To provide opportunities for staff to develop effective teachingpractices ensuring students make sense of their world and are creative, innovative and resourceful.


All students progressed along the literacy and numeracy continuum with NAPLAN indicating greater than expectedgrowth by students in literacy and numeracy.

Teaching staff completed on line professional learning in English and Numeracy with quality teaching evident in allclassrooms and students aware of their progress in literacy and numeracy as a result of explicit feedback. Assessmentfor learning is the basis for teaching practice and planning, and differentiated learning for students is evident in allclassrooms.

The Three Reads Program has improved individual learning outcomes for students identified for additional readingsupport. The implementation of Focus on Reading has supported the learning outcomes for Stage 2 and 3 students inliteracy. A focus on writing across the school, based on professional, learning has improved writing outcomes for allstudents.





An increase of 8% of students atproficiency and 30% of Aboriginalstudents at proficiency inNAPLAN.

$17956.04 SLSO supportfor learning.

NAPLAN results indicated that:

In Year 3 Aboriginal students reached proficiency inwriting, spelling, grammar and punctuation andnumeracy.

There were no year 5 students at proficiency.

The NAPLAN results for year 3 students atproficiency for Kapooka school: • reading 33%, • writing 67%, • spelling 56%, • grammar and punctuation 67% • numeracy 22%.For Year 5 students at proficiency, all areas were17% except numeracy which was 33%.

All students move along theliteracy and numeracy continuumas a result of embedded learninghabits.

$ 3338.00 Literacy andNumeracy

All students have progressed along the literacy andnumeracy continuum as measured by PLAN

Next Steps

• Build on the learning culture in the school by increasing students' knowledge of how to monitor their progress anddriving their own learning through feedback will be a focus. Developing students to be self motivated learners whoreflect on assessment and reporting processes and feedback to plan their learning using data walls and learningprogressions.

• Continue professional learning in English and Mathematics through targeted professional learning in L3, Orallanguage and face to face professional learning for Building Blocks for Numeracy.

• Connecting parents with their students learning through involvement in the home learning process, and the use of


technology to connect with parents about day to day learning.



Leadership and Learning

Purpose

To connect communities, students and staff of the Community of Small Schools, leading to the establishment of active,collaborative, leading and learning partnerships to support student learning and engagement.


Parents are supportive of all Community of Small School network activities, indicated by the attendance at events. Staffare involved in professional learning at stage level on a regular basis through robust interaction with staff from ournetwork of Small Schools. Students seek opportunities to interact meaningfully with students from our network. Therewas an increased interaction by teachers and students with events in the wider Wagga Wagga community.





100% increase in staff, studentsand parents in our Community ofSmall Schools formingpartnerships.

$ bus fares Some of the Community of Small School daysstudents participated in are year 6 LeadershipDay, STEM Day, Author Day Touch Football Day.These were attended by parents.

Community of Schools staff meetings held eachterm.

100% increase in investment inthe Community of Small Schoolspartnerships and relationships toenrich the school’s standingwithin the local community andimprove student outcomes.

The network is recognised as a strong professionallearning community by the wider Wagga Waggacommunity of schools. It provides extendedopportunities for students to collaborate socially andin learning.

Next Steps

• Continue providing meaningful opportunities for professional learning for staff through our Small Schools network,based on needs and, where possible, continue to extend the involvement to the wider network of the WaggaWagga community of schools.

• Ensuring that all opportunities to support learning through resources available in the wider Wagga Waggacommunity are fully utilised.

• Leadership opportunities for staff are recognised and developed. • Leadership opportunities for students are promoted for all students.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $16596.35 Increased learning outcomes for Aboriginalstudents through differentiation of thecurriculum, support through the Three ReadsProgram and targetted support using theLearning Support teacher and the SchoolLearning Support Officers (SLSO).

Increased understanding about the Wiradjuriculture through incursion and excursionopportunities for the whole school includingvisits by Wiradjuri elders.

Increased access to excursions by Aboriginalstudents through subsidies.

Development of a Wiradjuri Plant garden as aschool resource.

Low level adjustment for disability $17569.00 Increased learning outcomes for all studentsthrough differentiated learning. All studentsprogressed along the Literacy and Numeracycontinuums as indicated by the PLAN data.Targetted support using our Learning SupportTeacher and SLSO's.

Quality Teaching, SuccessfulStudents (QTSS)

$6501 Peer and supervisor observations andfeedback based on PDP's, What Works Bestand the school plan built on the positivechanges in practice from the previous year.

Socio–economic background $16054 Increased learning outcomes through SLSOsupport and access to opportunities andexcursions. STEM as an engagement tool.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 22 22 42 38

Girls 45 44 42 41

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.2 95.7 97 94.8

1 94.5 96.7 96.1 95.9

2 95.2 95.8 95.5 94.2

3 94.6 93.6 93.2 95.5

4 93.9 96.7 92.3 97.6

5 93.2 97.6 93.8 88

6 93.1 99.3 93 97.2

All Years 94.7 96.3 94.7 94.9

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

There are procedures in place in the school to managestudent non attendance which include letters home,direct communication with parents and meetings toagree attendance. A referral to the Home SchoolLiaison Officer is made if these school basedprocedures do not result in the satisfactory attendanceof a student.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 3.4

Teacher of Reading Recovery 0.21

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.2

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.43

Other Positions 0

*Full Time Equivalent

In 2017 there were no Aboriginal staff employed atKapooka Public School.

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

One early career teacher achieved accreditation atProficient. Professional learning focused on literacy andnumeracy to support the School Plan 2015–2017. Allstaff participated in learning in Building Blocks forNumeracy and English Concepts adobe connectsessions.

Individual professional learning to improve practiseinclude Focus on Reading Phase 2, Oliver, ReadingRecovery ongoing professional learning, attending anEarly Literacy Conference in Sydney and an EarlyCareers Conference.

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 107,290

Global funds 63,663

Tied funds 51,501

School & community sources 8,105

Interest 794

Trust receipts 2,846

Canteen 0

Total Receipts 126,909

Payments

Teaching & learning

Key Learning Areas 4,394

Excursions 2,609

Extracurricular dissections 6,945

Library 507

Training & Development 0

Tied Funds Payments 42,366

Short Term Relief 1,300

Administration & Office 16,878

Canteen Payments 0

Utilities 5,552

Maintenance 3,607

Trust Payments 2,108

Capital Programs 0

Total Payments 86,266

Balance carried forward 147,933

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 275,891

Appropriation 237,888

Sale of Goods and Services 1,650

Grants and Contributions 35,816

Gain and Loss 0

Other Revenue 0

Investment Income 538

Expenses -123,483

Recurrent Expenses -123,483

Employee Related -86,525

Operating Expenses -36,957

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

152,408

Balance Carried Forward 152,408

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 716,658

Base Per Capita 12,837

Base Location 1,912

Other Base 701,908

Equity Total 59,424

Equity Aboriginal 17,710

Equity Socio economic 16,054

Equity Language 0

Equity Disability 25,660

Targeted Total 0

Other Total 27,858

Grand Total 803,940

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

In 2017 Aboriginal students in year 3 achievedproficiency in writing, spelling, grammar andpunctuation, numeracy and number, patterns andalgebra. No Aboriginal student achieved proficiency inyear 5. They did experience solid growth of between102 and 175 in number patterns and algebra, datameasurement, space and geometry, number andwriting.

In 2017 year 3 achieved above state averages forproficiency in writing, spelling, grammar andpunctuation. Year 5 matched the state for proficiency in

number.

Parent/caregiver, student, teachersatisfaction

Staff satisfaction with our Community of Small Schoolsnetwork professional learning was very high asindicated on a Professional Learning staff survey. Stafffeel that there is more opportunity to share ideas acrossstages and schools resulting in an increase studentoutcomes. Within Kapooka school, staff felt that theycommunicated well with each other about strategies toincrease student engagement and are using data moreeffectively to inform teaching. They felt that it was aninclusive school.

Students in the Tell Them From Me Student survey feelthat the classroom instruction is relevant to theireveryday lives and is well organise with a clear purposeand with immediate feedback which helps them tolearn. Students indicated that they did not get in troubleas school for disruptive or inappropriate behaviour andthe survey indicated that the school mean was 11%about the State Government Norm. They had a highrate of participation in sports with an instructor atschool.

In the Tell Them From Me Parent survey, parentsindicated that they felt very welcome in the school andwere well informed about student behaviour andacademic outcomes. They take an interest in theirchild's progress by giving praise and talking to theirchild at home about their learning, challenges andfriends. They believe teachers have high expectationsfor their child to succeed, and the school supportspositive behaviour, provides a safe environment and isan inclusive school.

Policy requirements

Aboriginal education

Kapooka Public School supported Aboriginal studentsthrough Personalised Learning Plans. Students made strong growth in NAPLAN, however, no student in year5 reached proficiency. In year 3 Aboriginal studentsreached proficiency in writing, spelling,grammar andpunctuation and numeracy.

To increase the knowledge of all students about theAboriginal culture and in particular the Wiradjuri culture,Mark Saddler, Wiradjuri Man was invited to the schoolto share his culture for a day, the Wiradjuri languagewas taught across the school and local aunties wereinvited into the school to teach weaving to our 2/3class. Two year 6 students developed, with our GeneralAssistant, a Wiradjuri garden highlighting edible nativeplants used by Aborigines in our area.

The Aboriginal perspective was taught across all of theKey Learning Areas.

The Principal took part in professional learning at theRiverina Environmental Education Centre to enableKapooka Public School to make full use of this facility


for Aboriginal Education.

Multicultural and anti-racism education

Multicultural education was highlighted and taught inhistory in all years at Kapooka Public School,celebrating the cultural diversity of Australia. This wasreinforced and celebrated through activities onHarmony Day. We have a trained Anti Racism Officer inthe school.


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