2017 tuncurry public school annual report€¦ · progress achieved this year • trend naplan...

Tuncurry Public SchoolAnnual Report

2017

4533

Printed on: 28 March, 2018 of 17 Tuncurry Public School 4533 (2017)

Introduction

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

Tim Putland

Principal

School contact details

Tuncurry Public SchoolTuncurry StTuncurry, 2428www.tuncurry-p.schools.nsw.edu.autuncurry-p.School@det.nsw.edu.au6554 6463


School background

School vision statement

Tuncurry Public School is an inclusive learning organisation where core values of Respect, Safety and Personal Bestempower learners to become successful, confident, creative individuals and active informed citizens.

School context

Tuncurry Public School has a well–respected reputation across the local community and is a proud member of the GreatLakes Learning Community (GLLC). The school is uniquely designed, modern and well equipped with a heritage datingback to 1881. The staff values and strives for a collegial and welcoming culture and the school presents as friendly andfair, supporting its students to excel and develop a strong sense of pride, citizenship, enjoyment and purpose.

Family Occupation Education Index (FOEI) is a school measure of relative socio–economic disadvantage. It has beendeveloped using students’ parental education and occupation information. Our school’s FOEI value is 118 compared to astate average of 100. Higher values indicate greater disadvantage. 62% of other NSW government schools have lowerFOEI values. (i.e. are less disadvantaged than our school.)

Core values of Respect, Safety and Personal Best underlie the fair discipline code. Students from Kindergarten to Year 6are engaged in motivating learning experiences in well resourced classrooms.

Aboriginal education is evident in aspects of school life and learning, with many programs in place including personalisedlearning plans, cultural awareness, language and partnerships with Elders and the local AECG. Our school is proud toreceive ongoing recognition in academic, cultural, sporting and student welfare programs. A range of curriculumperspectives and activities are offered in addition to the Key Learning Areas and include adjusted learning programs for arange of students; Reading Recovery, learning support and tutoring programs; gifted and talented programs; PSSAsport; specialist P.E., music, choir and concert band programs; debating and public speaking and student leadershipopportunities.

Parent partnerships are highly visible and welcomed and the school has an energetic and committed P and C. Eachteacher seeks to ensure that students enjoy their school days and experience a level of happiness, success andachievement in learning, which has them eagerly anticipating the following day.


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(SEF), school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the SEF. The framework supports public schools throughoutNSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains ofLearning, Teaching and Leading.

In 2017 , a school assessment team was formed top evaluate school programs and processes against the SEF. Theteam reviewed and discussed evidence and data to make judgements about whether elements of the SchoolsExcellence Framework were at Working Towards, Delivering, Sustaining and Growing or Excelling levels. At all times theteam reflected on the statements of excellence to make informed and balanced decisions.

The results of this process indicated that in the domain of Learning, our school was Delivering in the of the elements ofLearning Culture, Wellbeing, Curriculum, Reporting and Student Performance Measures. In the element of Assessmentour processes and evidence supports Working Towards Delivering.

This element will become a key focus in our 2018–2020 school plan.

In the Teaching Domain we determined the school is delivering in the elements of Effective Classroom Practice andProfessional Standards and Sustaining and Growing in Learning and Development. We are currently working towardsDelivering in the element of Data Skills and Use.

This along with Assessment will be a priority of our 2018–2020 school plan.

In the Leading Domain we determined the school is delivering in the elements of Educational Leadership, SchoolPlanning, Implementation and Reporting. In the elements of School Resources and Management Practices and Processwe determined our school is at Sustaining and Growing.

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Quality learning now for the future

Purpose

Provide students with a rich learning environment that is open, respectful, caring and safe. A deliberate focus onwellbeing skills provides the foundation on which flourishing futures are built.

Overall summary of progress

School–based data and NAPLAN data support a consistent picture of student achievement. Performance in aspects ofwriting and Mathematics are areas for more intensive, targeted evaluation and review.

School–based data indicates the majority of students are achieving at or above grade expectation with Stage 2 showingthe lowest percentage.

The Ramp It Up Reading program targeted K–2 students with interventions targeting specific areas of identified need.Data including pre and post assessments supports the effectiveness of the program.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Trend NAPLAN Growth Dataindicates 60% of studentsdemonstrate equal to or greaterthan expected growth in Literacyand Numeracy

$6000 School MathsChampion (teacher)

$2500 SENA Testing

$21000 Additional low levelsupport for learning

In 2017 NAPLAN Literacy 47% of studentsdemonstrated at or above expected levels ofgrowth.

In 2017 NAPLAN Numeracy 48% of studentsdemonstrated at or above expected levels ofgrowth.

K–6 Students and staff continue to strive towardsconsistent growth moving towards and exceedingthis target.

• 80% of students at or abovegrade expectation according toLiteracy / Numeracy Continuumsand school based assessmentdata.

$30000 Class tutor program

$5000 readers K–6

Year end summative assessments and continuumdata indicates 81% of students are achieving at orabove grade level expectation in Literacy with ahigh of 89% in Kindergarten and a low of 70% inYear 4.

Year end summative assessments and continuumdata indicates 80.7% of students are achieving at orabove grade level expectation in aspects ofNumeracy with a high o 98% in Kindergarten and alow of 63% in Year 3.

• Increase the proportion ofstudents in Top 2 NAPLAN bandsby 8% by 2019 • Increase proportion ofAboriginal Students in top 2 skillsbands by 30%

$30000 Aboriginal SLSO (3Days p/w)

$8000 Online subscriptionsReadings Eggs & Wushka

$8400 Ramp it Up Reading

In NAPLAN Year 3 Reading the percentage ofstudents identified in the top 2 bands decreasedfrom 34% in 2016 to 25.4% in 2017.

In NAPLAN Year 5 Reading the percentage ofstudents identified in the top 2 bands decreasedfrom 17.3% to 14 % in 2017.

In NAPLAN Year 7 Reading the percentage ofstudents identified in the top 2 bands increasedfrom 9.1% in 2016 to 20% in 2017.

In NAPLAN Year 3 Numeracy the percentage ofstudents in the top 2 bands increased from 16.3%in 2016 to 19.3% in 2017






• Increase the proportion ofstudents in Top 2 NAPLAN bandsby 8% by 2019 • Increase proportion ofAboriginal Students in top 2 skillsbands by 30%

In NAPLAN Year 5 Numeracy the percentage ofstudents in the top 2 bands increased from 2.2% in2016 to 8% in 2017.

in NAPLAN Year 7 Numeracy the percentage ofstudents in he top 2 bands increased from 9.4% in2016 to 22.1% in 2017.

Next Steps

In the next three year learning cycle, Visual Learning will become a the key focus to support all students with the goalbeing

• To support all students to demonstrate at least one year of academic growth for one year age. • Student engaging in lessons specifically teaching the future focused learning skills of critical thinking, creativity,

communication and collaborations • Explicit use and understanding of learning intentions and success criteria by staff, students and parents to

evidence learning progression. • Use of formative assessment by staff to target specific areas of learning need across aspects of literacy and

numeracy • Develop the use of explicit and targeted feedback to support students to better understand their learning pathway

and steps forward. • Incorporate aspects of critical and creative thinking under a futures learning umbrella • Increased percentage of Aboriginal students in the top two skill bands through targeted interventions and evidence

gathering.



Building and sustaining a culture of high quality teacher and leader practice

Purpose

Support the ongoing improvement of student outcomes through the continuous development of skilled, effective andprofessional teachers and leaders. Student learning is improved when evidence is used to inform educational decisions.


• All staff have engaged positively and constructively in the PDP process. All goals have been linked to the teachingstandards and reflect school priorities.

• Scope and sequences have been developed across all stages and Key Learning Areas • Collaborative practice has led to shared understanding and increased confidence in accuracy and consistency of

teacher judgement





• 80% of students at or abovegrade expectation according tosyllabus/ continuums and schoolbased data.

$77000 Release Executivestaff to support learninginitiatives

$12400 Teacher Release tosupport effective use oftechnology in learning

Year end summative assessments an continuumdata indicates 81% of students are achieving at orabove grade level expectation in Literacy with ahigh of 89% in Kindergarten and a low of 70% inYear 4.

Year end summative assessments and continuumdata indicates 80.7% of students are achieving at orabove grade level expectation in aspects ofNumeracy with a high o 98% in Kindergarten and alow of 63% in Year 3.

• All students K–6 plotted onPLAN data.

$13500 Stage basedcollaborative learning /planning time

In 2017 all student have been plotted on PLANbased on the use of formative assessments,summative assessments and teacher judgement.

• 80% of Year 3 and Year 5students achieve above NationalMinimum standards in NAPLAN.

Nil Percentage of students above National MinimumStandards in NAPLAN 2017

Literacy

Year 3 – 77%, Year 5 – 68.25%, Year 7 – 80.25%

Numeracy

Year 3 – 77%, Year 5 – 70%. Year 7 76%

Next Steps

Students • Understand the purpose of assessment tasks, the success criteria and use teacher feedback to develop skills in

Literacy and Numeracy. • Understand a growth mindset and it's importance in their learning journey.

Teachers • Use formative and summative assessment data regularly to identify student achievement and progress in order to

inform future directions, goals and most effective teaching methods to improve Literacy and Numeracy Outcomes. • Provide timely, effective and appropriate feedback to students about their achievement relative to their learning

goals.


• Receive feedback from students on their learning derived from assessments informs further teachingParents

• Have an understanding of how student learning progress and achievement is assessed and how this is used todetermine the next steps for learning

• Increased understanding of school assessment processes and practices and their impact on student learning andachievement.



Educationally Engaging our Community

Purpose

Educationally engage parents, carers, families, and the broader community to maximise student learning opportunitiesand outcomes


Whole school systems designed to provide consistent, timely information to family and the broader community across arange of platforms are well established.

• Hard copy newsletters continue with a revised format aimed at being more engaging and celebratory. • Flexibuzz School App publishing all notes and communications on a daily basis • Daily text messaging through SENTRAL to support our school attendance process • SeeSaw in use by a growing number of teachers within their classrooms to engage and update parent and carers

of their children's learning journey • A beginning level use of Film Pond to tell stories about our learning. • Facebook (A P&C Account and a School Account) as a tool to connect, clarify, share and celebrate. • Development of Futures Learning team and subsequent action plan to refurbish our library into a vibrant futures

focused learning space.





• Increased parental attendanceat parent ‘Drop–In’ Meetings asevidenced by attendance data

$1200 Only one drop in centre was held in 2017. This wason the topic of early reading and conducted by ourReading Recovery teacher. It was attended by eightK–2 parents who commented afterwards that theyhad learned some new strategies and beenreminded of processes they had previouslylearned.

• Tuncurry PS ‘Tiqbiz’established and utilised byparents as demonstrated byusage data. 90% take up by 2017

$600 per year annualsubscription

TiqBiz was renamed Flexibuzz through 2017. Thisnecessitated a review of use and follow uppromotion to our school community. As at March2018 we have 177 registered users from our 288families.

• Functions SCEO Role andassociated practices embeddedinto whole school practice.

$30000 Additional Adminto SCEO support role

During 2017 the School Community EngagementOfficer (SCEO) role was expanded to become ateam of two. This team has been instrumental inmaintaining a defined standard in both hard copyand electronic communications with our community.

The role of the team has expanded to include thedevelopment of a comprehensive CommunityEngagement Plan as well as the Futures focusedLibrary Makeover Project Strategic Plan. Over$70000 in funds have been raised throughcommunity grants and P&C contributions.

• Parent Satisfaction data at 90%or higher across all domains

Nil Analysis of our year end survey data. "2 Stars anda Wish" saw a comprehensive amount of feedbacksupporting many aspects of school operationreceived . Parents, for the most part offeredconstructive suggestions on some aspects of ourpractice and operations. A summary of theseresponses is detailed in the Parent/Care giversatisfaction section of this report.


Next Steps

Engage our parents and the broader community in the process of learning, building understanding and aspiration and adesire to commit to learning across all syllabus areas.

This will continue to be a focus through well–embedded practices. In the next planning cycle parent and communityengagement efforts will focus on developing a greater awareness of our assessment to evidence and track studentlearning and how that information is used to report on achievement and growth.

Practices and processes will continue to be enhanced to lead and be responsive to school community feedback andpromote ongoing school improvement.

A promotion to increase the number of registered Flexibuzz user to more closely match our number of families will takeplace in each term.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $42,037.00 One Aboriginal SLSO positon 3 days perweek to support student learning and staffcultural awareness / competency.

Local artist and poet engaged to work withstudents to refurbish Bush Tucker Gardenand complete murals telling local stories.

Participation in Better Learning BetterCommunities Project aimed at providing alearning tutor and Aboriginal Mentor to allYear 5 and 6 Aboriginal students moving intohigh school.

Low level adjustment for disability $42,455.00 SLSO staff members working in and betweenclassrooms to support individual and smallgroup learning . The Learning SupportTeacher flexibly timetables support to addressfluctuating areas of need including newenrolments presenting with additional andoften complex needs.

Quality Teaching, SuccessfulStudents (QTSS)

$28644.00 The QTSS teaching entitlement was used toprovide release time to executive staff toenhance professional practice with stageteams and across the school. The provision ofcollaborative planning opportunities for stageand curriculum teams has also beensupported.

Socio–economic background $226,781.00 SLSO / TUTOR program implemented in allclassrooms to support Literacy and Numeracygrowth / learning

Creation of a Curriculum / Welfare SupportRole through executive release.

Attendance monitoring and support bynominated staff member working alongsideLST.

Creation of OASIS Wellbeing space in ourlibrary to support students requiring specificsupport

Purchase of additional resources across theKLAs including texts, technology, onlinesubscriptions and futures learning basedprograms.

School Engagement team used to enhanceeffective communications within a wholeschool engagement plan.

Support for beginning teachers $4,081.00 The beginning teacher funding was used toallow identified staff an additional 2 hours perweek of release from face to face teachingincluding 1 hour per week with an agreedmentor colleague. In 2017 staff also hadaccess to a regionally based teacher mentortrainer who assisted and guided with theaspects of classrooms practice and movingtowards accreditation.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 185 216 207 193

Girls 182 188 172 189

The enrolment profile for 2017 is consistent withprevious years with approximately the same number ofstudents exiting Year 6 as enrolling in Kindergarten. In2017, 15 mixed ability classes were formed. In 2018a Multi–Category Class will be formed with a maximumof 5. This will increase to 7 from 2019. Our enrolmentpolicy is reviewed annually with set criteria and buffersin place for students who live in zone. Tuncurry PublicSchool is classified as a 16 Core school. All permanentaccommodation will be utilised in 2018. The are nodemountable classrooms on site.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95 94.4 93.5 94

1 94.4 93.6 91.6 94.2

2 93.3 93 91.7 94.8

3 93.2 94.7 90.3 91.8

4 93.4 93.4 92.9 92.5

5 92.5 94.7 90.7 92.8

6 92.2 92.6 92.9 91.3

All Years 93.4 93.8 92 93.1

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

Attendance is monitored using electronic roll marking,which is a component of the SENTRAL (Online

electronic management system) program. Theadministration and executive staff monitor partialattendance and habitual latecomers. All attendancedata is then transferred to EBS. A transition to EBS+ forelectronic marking is planned to be complete by 2020.

The LaST has taken responsibility and works closelywith the HSLO to monitor and constructively engagewith parents of students whose attendance is ofconcern.

Parents are contacted by formal letter for explanationsabout unusual patterns of partial leave as required.Same day text notification of absence continued in2017. This coupled with increased parent response bytext and Flexibuzz had seen a decrease in unexplainedabsences.

In 2017, 59 Certificates for extended leave weregranted following applications received from parents.This is down on the 2016 number of 68.

The school utilises the Home School Liaison Officer(HSLO) and Aboriginal School Liaison Officer (ASLO)both of whom support students and families whenattendance begins to cause concern. In 2017 theschool will ran a NIPS intervention program inconjunction with the HSLO to support those whoseattendance had fallen below 85%

Classroom teaching and learning programs are childcentred, engaging and cater for individual needs,thereby promoting attendance.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 13.51

Teacher of Reading Recovery 0.5

Learning & Support Teacher(s) 1.3

Teacher Librarian 0.8

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

3.22

Other Positions 0

*Full Time Equivalent

In 2017 there were two classroom teachers and one


School Learning Support Officer (SLSO) identifying asAboriginal employed at Tuncurry 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

The teaching staff at Tuncurry Public School iscurrently made up of a mix or permanent andtemporary staff. All positions available to be filledsubstantively have been staffed with permanentteachers. In 2017, 1 temporary teacher gainedaccreditation at proficient level. Another temporaryteacher is working towards accreditation and shouldachieve this in early 2018. Casual staff were alsosupported where necessary through face to facemeetings with a mentor, lesson observations an lessondemonstrations.

All teaching staff have engaged constructively in thePDP process establishing shared and individual goalsaligned with the teaching standards and the schoolplan. All completed two negotiated observation lessonsreviewed by a colleague and supervising staff.

Our school has undertaken mandatory training inAnaphylaxis, CPR, Code of Conduct, Child Protection,Emergency Care and Fraud and Corruption.

All staff have now met their Working With ChildrenCheck requirements as at March 2018.

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 100,658

Global funds 340,320

Tied funds 625,089

School & community sources 89,406

Interest 2,105

Trust receipts 12,994

Canteen 0

Total Receipts 1,069,914

Payments

Teaching & learning

Key Learning Areas 17,983

Excursions 35,087

Extracurricular dissections 66,723

Library 2,025

Training & Development 0

Tied Funds Payments 356,100

Short Term Relief 59,292

Administration & Office 90,201

Canteen Payments 0

Utilities 38,352

Maintenance 39,625

Trust Payments 12,727

Capital Programs 0

Total Payments 718,115

Balance carried forward 452,458

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 580,009

Appropriation 468,125

Sale of Goods and Services 3,972

Grants and Contributions 107,720

Gain and Loss 0

Other Revenue 0

Investment Income 193

Expenses -401,104

Recurrent Expenses -401,104

Employee Related -249,148

Operating Expenses -151,955

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

178,906

Balance Carried Forward 178,906

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 2,504,557

Base Per Capita 57,921

Base Location 3,398

Other Base 2,443,238

Equity Total 447,192

Equity Aboriginal 42,037

Equity Socio economic 226,781

Equity Language 3,873

Equity Disability 174,501

Targeted Total 162,490

Other Total 82,548

Grand Total 3,196,786

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.

2017 NAPLAN Literacy results have been analysed bythe Evaluation Team at Tuncurry Public School. Areasof strength have been identified. Areas for improvementhave also been identified and will strongly inform theschools Strategic Planning for the next planning cycle.

2017 NAPLAN Numeracy results have been analysedby the Evaluation Team at Tuncurry Public School.Areas of strength have been identified. Areas forimprovement have also been identified and will stronglyinform the schools Strategic Planning for the nextplanning cycle.


The My School website provides detailedinformation and data for national literacy and numeracytesting.

Go to http://www.myschool.edu.au to access theschool data.

As part of the Premiers Priorities we are required toreport on student performance for the top two NAPLANbands in Reading and Numeracy.

In Year 3 Reading 2017, 25.5% of students wereplaced in the top two band bands. 0% of Aboriginalstudent were placed in the top two bands.

In Year 3 Numeracy 2017, 19.3% of students wereplaced in the top two band bands. 0% of Aboriginalstudent were placed in the top two bands.

In Year 5 Reading 2017, 14% of students were placedin the top two band bands. 0% of Aboriginal studentwere placed in the top two bands.

In Year 5 Numeracy 2017, 8% of students were placedin the top two band bands. 0% of Aboriginal studentwere placed in the top two bands.

In Year 7 Reading 2017, 20% of students were placedin the top two band bands. 11.1% of Aboriginal studentwere placed in the top two bands.

In Year 7 Numeracy 2017, 22.1% of students wereplaced in the top two band bands. 11.1% of Aboriginalstudent were placed in the top two bands.

Parent/caregiver, student, teachersatisfaction

In 2017 Tuncurry Public School sought the opinions ofstudents, parent/ carers and staff regarding theirthoughts and opinions about our school

Students

In September 2017, 131 students in grades 4–6participated in the Tell them From Me Survey forstudents. A summary of the results averaged across Year 4,5 and 6 follows. • 69% of students feel accepted and valued by their

peers and by others a school. • 84% of students have friends who they can trust

and who encourage them to make positivechoices.

• 92% of students believe that schooling is useful intheir everyday life and will have a strong bearingon their future.

• 83% of students do not get into trouble at schoolfor disruptive or inappropriate behaviour.

• 87% of students try hard to succeed in theirlearning.

In Drivers of student outcomes Tuncurry Public Schoolexceeded NSW Government School Norms in • Effective Learning time 8.4 • Relevance 8.2 • Rigour 8.3 • Advocacy at school 8.0 • Positive Teacher / Student relationships 8.6

74% of Aboriginal students agree or strongly agree thatthey feel good about their culture when at school while63% believe their teachers have a good understandingof their culture.

Parents

In 2017 we trialed a simple survey tool called 2 Starsand a Wish. Parents and Carers were asked to tell usof their experiences at our school and also their view oftheir childrens experiences. Listed below are arepresentative sample of responses

Stars • Love my child's teachers and the new format of

the notes and newsletters • I love the See Saw App, it's an excellent way to

get reminders and keep in contact with teachers. • Thankyou Tuncurry Public for making our kids

primary schooling so much fun. • Activities planned for students are inclusive,

engaging , interactive and celebratory. This allmakes for a fun learning environment

• My child really likes his teacher and is engagingwell in reading and writing.

• My son has felt very safe and secure at school. • Love the great variety of learning strategies ad

the way kids with ASD are supported. • Front office staff are great • My child's Kindergarten teacher this year has

been nothing short of amazing. • The many methods of hard copy and electronic


communication do a great job in me knowing whatis going on.

• I'm so glad we enrolled our child the TPS. Theschool shows so much pride in itself and isreflected across the whole school community.

• The staff at TPS have helped transform ourbeautiful little babies into little people who lovegoing to school.

• Excellent, no complaints at all. • I am impressed with learning which have come

out of my child's class. The children appeared tobe covering a lot of work in what is a relativelyshort period of time and I could see my sondeveloping academically which is great.

Wishes • More technology available to students in their

classrooms • A better more effective process to deal with

bullying • Better vetting of some substitute teachers • Please give as much advanced notice about

upcoming activities • Maybe have the front office open a little earlier • A little more education on our community, it's

diversity, challenges and complexity. • Consistency of teachers on playground duty could

be improved. • Maybe a review of the awards and recognition

schemes. • Less composite classes • Maybe social skills programs for the K–2 kids to

assist with students understand of social rules inthe playground.

Staff

In 2017 Staff opinion was sought on three aspects ofoperation

The In Class Tutor Program, Technology to supportLearning and The Performance and DevelopmentFramework / Process.

Advantages and disadvantages were noted along withPossible future directions which where possible will beinclude in 2018–20120 planning.

Policy requirements

Aboriginal education

Tuncurry Public School continues to provide anawareness of Aboriginal culture, history andcontemporary Aboriginal Australia across all areas ofthe curriculum, delivered through English, Geographyand History learning programs. In 2017 Tuncurry PublicSchool was represented at the local AboriginalEducation Consultative Group (AECG) and joined willall schools in our learning community in celebratingNAIDOC week.

Students in primary classes participated in regularWorimi Language lessons conducted by an Aboriginalstaff member. All Aboriginal students have aPersonalised Learning Plan (PLP) which supportsstudent direction and tracking. Specific orientation

strategies were in place for Aboriginal studentstransitioning from Year 6 to Year 7.

The Great Lakes Learning Community (GLLC)Aboriginal Mathematics Challenge will make a welcomereturn for 2018.

53.6% of Aboriginal students in Year 5 demonstrated ator above expected levels of growth in NAPLAN Literacyand 57.1% in NAPLAN Numeracy of 2017.

Multicultural and anti-racism education

Classroom teachers included strategies for embeddingmulti–cultural and anti–racism education into theirteaching and learning programs. Students in all classeslearn about Australia and different cultures by exploringcultural backgrounds, diversity of groups andcommunities, Language, communities and beliefsystems. These are integrated across the Key LearningAreas. Current issues, significant events andcelebrations are acknowledged and incorporated intostudent learning experiences. Tuncurry Public Schoolhas a trained Anti–Racism Contact Officer (ARCO) and school wide Positive Behaviour for Learning (PBL). Thisis due for a major refurbishment and reenergising in the2018–2020 school plan.


2017 tuncurry public school annual report€¦ · progress achieved this year • trend naplan...

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