2017 port kembla public school annual report · 2018-03-28 · the ssp phonics program will...

Port Kembla Public SchoolAnnual Report

2017

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Printed on: 29 March, 2018 of 14 Port Kembla Public School 2896 (2017)

Introduction

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

A new principal, Mrs Tonia Reynolds, commenced at Port Kembla Public School in Term 4 2017 following the retirementof Mr Kevin Tucker.

Tonia Reynolds

Principal

School contact details

Port Kembla Public SchoolGloucester BoulevardPort Kembla, 2505www.ptkembla-p.schools.nsw.edu.auptkembla-p.School@det.nsw.edu.au4274 1041


School background

School vision statement

At Port Kembla Public School we strive to have “Pride in Performance” through provision of programs that enable:

• Development of life long learning habits

• Academic Achievement,

• Participation in Sport,

• Creative and Practical Arts,

• A Positive Healthy Outlook and

• Co–operation and Commitment.

In addition we believe the following school rules are worthy aspirations in everyday life, both now and in the future.

Respect for SELF

Respect for OTHERS

Respect for ENVIRONMENT

School context

Port Kembla Public School sits in an idyllic coastal environment overlooking the Pacific Ocean. Our school motto, "Pridein Performance", depicts the ethos that students be respectful of themselves, others and the environment and strive toachieve their best in all areas of pursuit. The school has an enrolment of 270 students including an Indigenouspopulation of 10%. It was established in 1890 and is now at its fifth site. Our school meets the community's highexpectations through quality learning programs delivered by committed staff. Differentiated learning occurs in ourmainstream classes throughout the school to cater for the individual learning needs of our students. Programs areadapted and needs based so that all students have opportunities to participate in all aspects of school life. Our pleasantoutdoor play areas promote active lifestyles and healthy mindsets. Our permaculture garden is proudly maintained by adedicated group of students and community members and is an integral part of our close allegiance within theWarrawong Community of Schools. Students are provided with regular opportunities to develop their talents and interestsin all areas. With extensive participation in school based technology programs, district sporting associations and regionalcreative and cultural opportunities, our students are being well prepared for their future lives in today's society.

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.

Within the “Learning” domain staff at PKPS understand that learning and engagement are related and expectedbehaviours are communicated regularly, and consistently implemented. Attendance rates are regularly monitored andprompt action taken when necessary. Staff monitor student wellbeing and have identified aspects to improve studentwellbeing. Students are taught to accept responsibilities for their own behaviours and we encourage recognition andrespect of culture and diversity. Curriculum delivery integrates technology, library and information services and there is arange of extra–curricular activities for our students. The curriculum is differentiated to meet the needs of individualstudents and we provide a varied and interesting curriculum in line with departmental requirements and school planning.Teachers use internal and external data to inform parents of student progress and individual reports outline strengthsand areas for growth. Therefore, we have determined that we are delivering in the areas of learning culture, wellbeing,


curriculum and learning and assessment and reporting. We are working towards delivering in student performancemeasures. Areas for development within the learning domain include implementing Positive Behaviour for Learning(PBL), developing more of a focus on children taking responsibility for their ongoing development through theimplementation of visible learning goals, better communication strategies around curriculum with our school communityand more, wide–spread understanding of data to inform planning and programming.

Within the “Teaching” domain teachers regularly review and revise teaching and learning programs, learning isproductive and there is minimal disruption. Staff and executive meetings are used to review curriculum and reviseteaching and learning programs and staff regularly evaluate teaching and learning programs including the assessment ofstudent outcomes. Therefore, we believe we are delivering in effective classroom and collaborative practice and workingtowards delivering in data skills and use, learning and development and Professional Standards. Areas for developmentwithin the teaching domain include better use of student assessment data regularly across the school to inform futuredirections. More opportunities for teacher collaboration and peer observations will be provided to strengthen teachingstrategies. Professional learning will be better aligned with targets within the school management plan and withprofessional standards.

Within the “Leading”domain parents and community members have the opportunity to engage in a wide range of schoolrelated activities and the school community is positive about education provision. We have developed strong links withschools within our community of schools and other organisations such as the University of Wollongong. High quality staffhave been recruited based on school need, strategic financial management is used to gain efficiencies and to maximiseresources available to implement the school plan, physical learning spaces are used flexibly and there is abundanttechnology to support staff and students. Therefore, we believe that we are sustaining and growing with regard to schoolresources, delivering in leadership and working towards delivering in school planning, implementation and reporting andmanagement practices and processes. Areas for development within the leading domain include utilising “Tell ThemFrom Me surveys” to better respond to student, staff and parent feedback. Strategic direction teams will be formed todistribute leadership amongst the school teaching staff to achieve school management plan targets.

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 CURRICULUM

Purpose

To improve student achievement and capacity through the implementation of an enriched, purposeful and balancedcurriculum, which will be delivered by quality teachers, who can connect with, challenge and engage 21st centurylearners.

Overall summary of progress

In the first year of working towards the Premier's priority, staff at PKPS have developed a data wall to track studentlearning. Scopes and Sequences for each of the curriculum areas have been developed.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Aboriginal students are achievingat or above state average inNAPLAN aspects.

NAPLAN results show • Reading in year 3 and year 5where 40% of students are in top2 bands • Reading in year 3 and5 where5% of students are in bottom 2bands • Numeracy in year 3 and year 5where 40% of students are in top2 bands • Numeracy in year 3 and year 5where 10% of students are inbottom 2 bands • Continued growth throughschool statistical analysis ofNAPLAN results/data todetermine effect size.

$40741 (this includes$31996 for a .315 allocationReading Recovery teacher)

(this strategic direction alsoincorporates the equityareas of Aboriginal, Englishlanguage proficiency, someSocio–economicbackground and some lowlevel adjustment fordisability funding)

All teaching staff have completed Focus onReading training with our in–school Focus onReading facilitator. Teachers from Years 3 to 6 areimplementing it in their classrooms. SSP (phonicsprogram) is being implemented in all classroomsfrom Kindergarten to Year 2, supplemented withreading group rotations. NAPLAN data shows 51%of Year 3 children achieved in the top two bands forreading which is the state average. The Year 3ATSI students were also above state average forreading.

All K–2 teachers have been trained in TEN(Targeting Early Numeracy) by one of our teacherswho is a TEN facilitator, and it is being implementedin all K–2 classrooms. Streamed maths groups arebeing conducted across the school in all Years 3– 6classes.

A scope and sequence for each of the curriculumareas has been developed.

PLPs have been developed in consultation withclassroom teachers, parents and students for eachof our Indigenous students.

Next Steps

• All K–2 staff will be trained in Language, Learning and Literacy in 2018. The SSP phonics program will continue asthe schools spelling program as there has been evidence of significant improvement in students spelling in K–2classes since the introduction of the program. Year 3 NAPLAN trend data supports this.

• An off class curriculum teacher will work in all 3–6 classes to instruct and support guided reading groups. • All staff will complete professional learning in Mathematical Building Blocks for Numeracy. • Professional learning in the new literacy and numeracy progressions will be undertaken as available. • Staff will have professional learning to use data to drive improvement in literacy and numeracy.



QUALITY STAFF

Purpose

To improve student learning through consistent innovative teaching practices, based on current research and theAustralian Professional Standards for Teachers, with a focus on catering for individual needs and producing productive21st century learners.


Staff have enthusiastically participated in professional learning during 2017 in Focus on Reading, Targeting EarlyNumeracy (TEN), Positive Behaviour for Learning, Analysing SMART data in order to meet PDP goals.





100% of staff develop andparticipate in PersonalDevelopment Programsformulated in consultation withschool leaders and staff analysisof their needs.

Increasing numbers of staff morewilling to take on, share andmentor others in roles throughoutthe school.

School assessment strategiesthat are consistent across theschool.

100% of students completing selfreflection assessment tasks.

$22736

(This strategic direction alsoaccounts for somesocio–economicbackground funding andsome low level adjustmentfor disability funding)

All staff have completed PDPs in accordance withdepartmental policy.

Staff have taken on mentoring roles in literacy,numeracy and history. In these roles, staffmembers have trained, researched and undertakenprofessional learning and readings, then presentedto all staff at staff meetings. Staff have also goneinto their peers' classrooms to demonstratestrategies in literacy and numeracy.

Numeracy assessment tasks have been aligned toall occur on a given week in a term in good time forreports. Teachers meet in collegial stage groups toset assessment task and following assessments,use consistent teacher judgement to allocateresults.

Students have begun to use visible learning goals.

Next Steps

• Development of school policy addressing PDP SMART goal setting, peer observations and professional learning. • PDP goals linked to school plan and teaching standards. • Streamlining of professional learning for teachers to align with school strategic management plan. • Enhanced use of data wall by staff and visible learning goals by students.



QUALITY LEADERSHIP

Purpose

To provide a collaborative structure that allows for leadership to be shared across the school community to delivermechanisms to drive whole school improvement.


Leadership for students and staff continued to remain a priority throughout 2017.





Input from StudentRepresentative Council (SRC) isincluded in school planningmeetings.

School Roles and responsibilitiesspread across the whole teachingstaff.

Parent survey participation rateincreases – currently 58% ofparents see results included inplanning.

Greater participation from schoolcommunity in school governance.

The Student Representative Council continues tofunction under the leadership of one of theexecutive staff.

All parents were invited to offer feedback on schoolimprovement strategies via parent forums and anonline survey.

School staff have taken on leadership roles withinthe school.

Next Steps

• A distributive leadership approach will be taken within strategic direction teams in forthcoming management plans • Tell Them From Me surveys will be undertaken in future years to gain feedback from students, staff and parents. • Development plans will be put in place for mentoring staff into leadership roles.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $23969 All Indigenous children had PersonalisedLearning Pathways developed in consultationwith experienced and qualified staff andparents/caregivers. Targeted individualisedand small group teaching conducted foreligible children.

English language proficiency $19996 Two teachers employed to provide targetedfocused instruction in EAL/D for eligiblechildren.

Low level adjustment for disability $96728 (Includes $71102for .7 Learning andSupport Teacher)

Funding used to provide additional learningsupport time for individualised and smallgroup learning programs in literacy (includingphonics and writing focuses) numeracy(reduced sizes in reading groups). Thisfunding also ensured SLSO time wasprovided for in class support.

Quality Teaching, SuccessfulStudents (QTSS)

$33470 Employment of a teacher for two days perweek to enable mentoring visits by teacher,peer observations, executive professionallearning and mentoring, implementation of thePremier's Priority "Bump it Up" strategy.

Socio–economic background $96043 Utilised to provide in class literacy andnumeracy programs, provision of in classadult support, reduced groups sizes fornumeracy, technology support andinvolvement in community of schoolsinitiatives. Purchase of necessary resourcesand teaching aids and programs.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 120 120 131 131

Girls 117 132 141 143

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.3 95.4 94.2 94.1

1 93.5 94.3 94 92.3

2 93.4 93.8 94.8 93

3 91.4 93.7 95.3 94.6

4 93 92.6 92.7 93.5

5 93.8 93.1 92.6 93.4

6 91.5 93.6 92.8 91.3

All Years 92.9 93.9 93.8 93.2

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

Parents are requested to provide explanation for allabsences and are provided with booklets containingabsence slips. A phone call is made by the classroomteacher following two days or more of unexplainedabsence. Letters are sent out each Thursday by adminstaff for any unexplained absences that have occurredin the previous week. Any incidents of concern arereferred to the principal and where necessary referredto the Home School Liaison Officer for follow up.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 9.16

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.47

Other Positions 0

*Full Time Equivalent

There is one indigenous teacher at PKPS.

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

Professional Learning – Courses

Professional learning this year was largely targetedtowards achieving the Premier's priorities in literacy andnumeracy. Staff leaders attended the "HighExpectations" conference during Term One. All K–2teachers completed training in Targeting EarlyNumeracy (TEN) and all teaching staff completedtraining in Focus on Reading (FoR) – both of thesecourses ran across the whole of 2017. School leadersattended leadership conferences throughout the year.One staff member completed a social media trainingcourse and another attended a disabilities course. Twostaff members attended a conference focused onAboriginal education.

Professional Learning – Staff meetings

Throughout the year, professional learning at weekly


staff meetings was conducted on such topics asmandatory compliance training, management planreviews, analysing departmental policies andpublications, evaluating performance, presentations onsyllabus documents, numeracy, accreditation forpre–service teaching, visible learning and learningintentions, developing personalised learning plans anddata walls.

Accreditation

Two new scheme teachers were accredited at proficientat the end of 2017. One teacher was working towardsachieving accreditation. Four teachers were in themaintenance phase of accreditation and there wereeight old scheme teachers who will be accredited atproficient in 2018.

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 106,206

Revenue 2,315,976

Appropriation 2,225,914

Sale of Goods and Services 17,126

Grants and Contributions 70,631

Gain and Loss 0

Other Revenue 819

Investment Income 1,487

Expenses -2,318,393

Recurrent Expenses -2,318,393

Employee Related -2,120,239

Operating Expenses -198,154

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-2,417

Balance Carried Forward 103,789

• The financial committee meets regularly tomonitor revenue and expenditure.

• Any unusual spending patterns are reflected inthe notes of the Annual Financial Statement.

• Significant spending is envisaged onImplementing Positive Behaviour for Learning,Learning Support Team initiatives, upgradingtechnology, the implementation and resourcing ofLanguage, Learning and Literacy, Focus onreading, and a curriculum leader.

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 1,885,878

Base Per Capita 41,569

Base Location 0

Other Base 1,844,310

Equity Total 236,735

Equity Aboriginal 23,969

Equity Socio economic 96,043

Equity Language 19,996

Equity Disability 96,728

Targeted Total 4,605

Other Total 52,174

Grand Total 2,179,393

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.>

Parent/caregiver, student, teachersatisfaction

A parent forum and online survey were undertakenduring early Term Four to determine parent satisfactionwith current school strategies. Also early in Term FourIndividual interviews were held with staff as well as astaff meeting to determine staff satisfaction.

Parents expressed satisfaction with the wide variety ofextra curricular activities on offer, student leadershipopportunities, the use of school provided technology(specifically chrome books and iPads), communicationvia E–news and Facebook, streamed maths groups,participating in the Premier's Reading Challenge andthe SSP phonics program.

Staff expressed satisfaction of streamed Maths groupsin the primary years, the school sports program, thefocus on professional learning in staff meetings and thecollaborative approaches currently being undertakenwithin the school.

Tell Them From Me surveys will be conductedthroughout 2018.

Policy requirements

Aboriginal education

Port Kembla Public School continues to developAboriginal programs to enhance the learning outcomesof our twenty Aboriginal students. These programshave been achieved through the continuation of thedesign and implementation of Personalised LearningPathways (PLPs) for each of our Aboriginal students.These PLPs continue to support the students in thefurther development of a strong commitment to learningand increased performance and achievement ofoutcomes. The PLPs were designed for each Aboriginalstudent with specific learning goals and are aimed totarget each student’s academic, social and behaviouralneeds.

Our school continues to focus on the teaching ofAboriginal Education across the curriculum. Teachersprovide students with experiences to develop a deeperunderstanding and knowledge of Aboriginal culture .

Multicultural and anti-racism education

Port Kembla PS recognises and values the diversebackgrounds and cultures of our students andpromotes an open and tolerant attitude towardsdifferent cultures and beliefs. Multicultural perspectivesform an integral part of our school curriculum.

As a school we celebrate Harmony Day every year. In2017 students celebrated Harmony Day at PKPS byparticipating in a variety of activities to celebrate ourschool’s cultural diversity and ‘Belonging Together’.Students were organised in K–6 peer support groupsand were encouraged to wear orange on the day. A


variety of multicultural activities were organised byteachers.

The school has a teacher appointed as a school basedanti–racism officer. The skills of the teacher assist indeveloping appropriate strategies to cope withinstances of racist behaviour or comments.


2017 port kembla public school annual report · 2018-03-28 · the ssp phonics program will...

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