2018 emmaville central school annual report · strategic direction 1 teaching: highly engaged and...

Emmaville Central SchoolAnnual Report

2018

1838

Printed on: 8 May, 2019 of 15 Emmaville Central School 1838 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Emmaville Central 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.

School contact details

Emmaville Central SchoolPark RdEmmaville, 2371www.emmaville-c.schools.nsw.edu.auemmaville-c.school@det.nsw.edu.au6734 7235

Message from the Principal

Our school stands on traditional Ngoorabul land. I give my respect to Ngoorabul people past and present and to ourshared Country.

I was proud to lead the learning at Emmaville Central School this year. We are an effective public school and we takeseriously our roles and responsibilities. The staff do a tremendous job in connecting students to their learning, ensuringthat they succeed every day and then watching them thrive in their daily lives at school. Teachers lead each other aslearners and engage in quality professional learning that ensures learning is visible to students and that assessment isused to guide and inform teaching for every student. I thank our staff team, teachers and support staff, for the excellentwork they do every day helping the children grow and progress in many different ways.

The school has a strong culture of wellbeing where every child is nurtured, challenged and guided to strive for andachieve their own personal best. Emmaville Central School, in conjunction with our supportive school community,provides many opportunities for students to develop and maximise their learning on site, increase their leadershipcapacity and become involved in their learning. Emmaville Central School has a collective focus on deliveringevidence–based teaching and learning programs that enhance student engagement and personal achievement.Students and staff work in synergy supporting this goal. The values of dream, believe, create, achieve underpin thepositive learning culture. Our students are passionate and conscientious learners who embrace the in–schoolopportunities afforded to them. Students care about each other and the community they live in. It is evident that the staff,students and the community of Emmaville Central School are a passionate and invested team who co–operate to enablelearning.

I direct sincere gratitude towards the P&C group who do a wonderful job on special events throughout the year and in theCanteen everyday. I thank students, staff, parents and the community for their positive partnership with EmmavilleCentral School in 2018.

Mrs Rebecca Sullivan


School background

School vision statement

At Emmaville Central School we dream for well–rounded successful citizens. We believe with hard work and dedicationthat everyone will get there. Together we will create a safe, supportive and stimulating school where students areenabled to achieve bright futures.

School context

Emmaville Central School (ECS) caters for students K–12 in a rural community 42kms north–west of Glen Innes. Thevillage of Emmaville has a small population (400, including surrounding areas). Affordable housing and a friendly andsafe community make it attractive to young families. The village is quiet and safe, with a swimming pool, two hotels, apost office, a general store, a rural supplies store and a multi–purpose health facility. There is a strong ethic ofcommunity service and volunteerism in the town.

Emmaville Central School offers individualized learning in small composite class groups. The school has a technologynetwork with all classrooms having interactive whiteboards. Additional laptops have been purchased for students(primary and secondary) to use. In November 2017, 22% of students identified as ATSI.

Students are able to undertake Stage 6 studies at Emmaville CS. The majority of subjects are now delivered on site.Students have the ability to access distance education for subjects not delivered locally. With an increase in staffpermanency and skill set, local delivery has recently increased further. In senior years, academic pursuits and vocationaleducation are growing priorities. The secondary faculty recently received upgrades to trade training facilities forConstruction, Metals and Engineering, and Hospitality.

Primary students are an area of focus with significant language, literacy and numeracy support needs.

In 2018, the school is supported by extra resourcing through Early Action for Success (EAfS), utilising the expertise of anInstructional Leader, focusing on students from Kindergarten to Year 2. School prioritised funding to ensure that there isa 3 class structure in the Primary department. This allows for small class sizes and smaller student to teacher ratio forquality teaching.

The school has a student welfare worker, engaged under the Commonwealth Government's Chaplains and WelfareWorkers in Schools program. The schools Parents and Citizens Association manage this program.

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.

In the domain of Learning, Emmaville Central School has demonstrated the level of Delivering. There is evidence of astrong commitment to learning through policies, procedures and relationships. Students and staff work towardsrecognising, building and respecting the well–being of those around them. Our efforts have focused on curriculum andlearning and whole school approaches to well–being procedures. The school consistently implements a whole schoolapproach to well–being that has defined expectations and creates a positive teaching and learning environment. Theimportance of learning culture is demonstrated by positive, respectful relationships among students, staff and thecommunity which provides good conditions for student learning. Through a refined process of data collection supportedby state programs such as the Early Action for Success program, the school actively collects and uses information tosupport students as they progress through the stages of learning. The learning progress of students in Kindergarten toYear 2 has been excellent. In the domain of Learning, Emmaville Central School teaching staff understand that studentengagement and learning are related, with the school communicating priorities for strengthening both.

In the domain of Teaching, analysis has indicated that Emmaville Central School are Sustaining and Growing. We arecommitted to creating individualised learning by utilising data, lesson observations and feedback to inform and improveour practice. We are continually updating our skills through professional learning and have been focusing on a positivebehaviour system. In the domain of Teaching, collaborative practice is given priority with a focus on supporting teachers'


performance and development aligned with the school plan and professional standards. There is a particular focus onimproved teaching methods in Literacy, Numeracy and the importance of data analysis to inform decision making in thestudents' next stages of learning. Teachers collaborate within and across stages to ensure consistency of curriculumdelivery and pedagogies. The Kindergarten to Year 2 area is well served by the Early Action for Success Program.

In the domain of Leadership, the school has achieved the level of Delivering. Leadership is modelled by the schoolexecutive, with involvement in professional organisations. Success and achievement are showcased in our schoolnewsletter and communicated throughout the school community, including parents and the community. Leadershipopportunities are given to all staff to allow us to build capacity and create an organisational structure that is unified andeffective. The school has developed productive relationships with external agencies to improve and increase educationalopportunities for students. The school uses evidence–based strategies and innovative thinking when developing theschool plan that delivers ongoing improvements in student outcomes. The school also allows opportunities for studentsand the community to provide constructive feedback on school practices and processes.

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

TEACHING: Highly engaged and dynamic staff who are innovative and collaborative educators

Purpose

Staff will have the skills to describe their students and identify those with additional support needs. Student needs willdrive the programs delivered. Students will have differentiated learning across all areas (accommodations and learningadjustments). Staff will develop expertise at making differentiation's and ensuring reasonable accommodations andlearning adjustments are planned and implemented.

Teachers will be highly engaged professionally in their own subject areas and value networks external to the school.They will be experts in their own teaching areas who are also excellent practitioners. High and reasonable expectationsare made to reduce student stress & disengagement.

Staff will be committed to the school, students and each other with an understanding of the strength that comes fromgreat teamwork. Staff will work together to assume a collaborative stance, working together to deliver a whole schoolvision to improve outcomes for every student. Teachers will model a growth mindset and as such, develop a culturewhich will extend to the wider community.

Overall summary of progress

All secondary teachers are engaged in the Emmaville Central School mentor process. This has provided professionalcritique and collaboration which is developing a culture of consistent teacher judgement. Teachers are using an inquirycycle when differentiating for students in their class. Modelling of differentiated lessons provided staff with best practiceexamples to implement into their classroom programs. Data tracking is consistent across K–6 using Sentral. K– 2students now tracked on PLAN and monitored closely by the classroom teacher and the instructional leader.

Teacher professional learning is driven by teacher and student needs. Collaborative teaching practices are embeddedthroughout the school. The teachers implement strategies and activities to ensure that each child is ready to learn eachday and that each child's school day includes many opportunities for success. Individualised learning and health careplans are in place. Student learning progress is personalised, supported, achieved, maintained and improved. Staffenable success by creating a positive, supportive and encouraging learning environment. Teachers regularly use studentperformance data and other student feedback to evaluate the effectiveness of their own teaching practices. Teachers areactively engaged in planning their own professional development to improve their performance.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teacher EFT / enrolments –evidence of an increase ofenrolments

Attendance comparison

Formative / SummativeAssessment (NAPLAN, localassessment, exams)

EFT increase in Secondary, additional 1.0.

Enrolment increase from 76 to 96.

Has fluctuated significantly throughout the year.

NAPLAN increase in all areas, however still belowstate average.

Conduct survey on engagement& collaboration

Tony Heart – Appraisal,Recognition & Moral Survey

Focus groups / team groupsamong staff

Staff sick leave register

Staff observations

PL resource allocation$12,000

Instructional Leader$81,500

RFF to complete meetings

Staff accountability, sharing responsibilities, all staffhaving roles and building on skills.

Staff collaboration across whole school

Goals established and personalised

Collection of evidence if PDP goals were being met

Received training for staff in line with their PDP's






Small data: the person is visible(but not named)

Sampling techniques (studentsand teachers)

Teach to teacher trust survey(Tony Bryk)

The instructional leader works one day per weekwith K–2 teachers to assist in the development oftheir teaching skills and lessons delivery. This yearhas seen a high focus on English and data hasdemonstrated that students are tracking on theliteracy and numeracy progressions mostly at therecommended level. The introduction of the literacyand numeracy progressions has meant that staffneed further PL around how to enter data on PLAN2 and gather/annotate solid evidence to support thedata entered on PLAN 2

More staff engagement in staff meetings – shareddelivery of PL, Skillset and confidence in staffimproves and enhanced – leadership opportunitiesfor all staff

Baseline: (In Term 1, 2018)

– Asked for contribution from staffat meetings with no–very limitedresponse.

– Observations on staffengagement in the community islow

PL bedget allocation Resistance from SASS staff. All staff had madeprogress towards PDP goals or had achieved goals.

Secondary staff (particularly beginning teachers x3) supported through timetabled mentoringsessions weekly. Building staff skills and workingtowards personal goals for staff

More staff engagement in staffmeetings – shared delivery of PL, Skillset andconfidence in staff improves andenhanced – leadership opportunities for all staff

SAM and SOA trained in new SAPfinance model, rolling over the school to the newfinance system.

Successfully implementedthroughout the year and followed consistently fromall staff. Rewards forpositive behaviour needs to be reviewed asstudents found it difficult to reachthe levels.

Meetings display that all staff are moving towardsmeeting PDP goals.

Goals identified for 2019 in line with the schoolplan. Looking at ways we can further engagestudents. All staff participated in evaluating ECSpractices against the SEF document as well as theirown individual teaching performance.

Next Steps

Embed leadership practices that encourage shared responsibility for student learning and promotes quality teachingpractice will continue to be the strategic direction of the School Management Plan. Maintenance of a school–wide teamof proficient teachers that implement and maintain professional standards by sharing expertise, best practice,collaboration and building content and curriculum knowledge will remain a focus. Teachers and leaders take personaland collective responsibility for improving student learning and wellbeing. Emmaville Central School will continue toprovide opportunities for teachers to be mentored and supported through the accreditation process, with Primaryteachers receiving mentoring on a weekly basis and Secondary teachers having flexibility to access mentoring whererequired. There will be a continuation to commit funding to mentor program to build teacher capacity. Professionaldevelopment funds will be used to develop teacher skills to differentiate lessons for our diverse range of students.



LEARNING: Successful student learners and leaders who are active global citizens

Purpose

Our school culture will enable learning to lead at every level.

A growth mindset will be central to the setting of high expectations for all members of the school community. We willpromote risk taking in learning and students who are not afraid of failure but embrace it as part of trying to bebetter. Our educational culture and learning culture will be emotionally safe and present a nurturing setting.

Teachers and students will have similar personal goals and leading will be expressed by their approach to selfmanagement.

We will develop 21st Century learners who are global citizens and embrace technology as part of our changing world.


Emmaville Central School students are actively connected to their learning through meaningful, engaging and rewardingpersonalised learning experiences. The school environment is a safe and healthy place with each child nurtured bycaring adults with a strong focus on individual and wholistic well–being. Positive, respectful relationships with each other,their teachers and the community are evident, ensuring good conditions for student learning. Students experience asense of belonging and connectedness that respects diversity and identity. Staff nurture professional relationships withstudents which are safe, respectful and supportive, and which help students to reach their full potential.

Early intervention/individualised learning programs are in place for identified students – Early Action for Success, EarlyIntervention Specialist and Language Learning and Literacy. Parents have an understanding of what their children arelearning and receive regular information.





• SAMR research tool • Current activities and eventstaking place or what has takenplace in our school in thisreporting period. • Productive pedagogy – Civics& Citizenship • Differentiation is recorded andreported • Every student achievesexpected growth on progressionsas individual needs are beingmet.

Gym equipment $8,500

Tractor $34,000

Primary classroomrenovation $10,000

Secondary Laptop bulkpurchase $14,000

Purchase of gym equipment for secondaryPASS/PDHPE has allowed for delivery of engagingsubjects for Stages 5 & 6, assisting with retention.

Tractor purchased for extension of PI/Agriculturesubjects. Many students chose these subjects aselectives and is a requirement in order to passcompetencies in PI. Has meant that delivery of thecourse can be done fully on site and has engagesstudents at a very high level. Has assisted inretention of students.

Purchase of new tables/chairs and classroom itemsfor primary classrooms that are ergonomic,aesthetic and functional. Adjustable heights toaccommodate student learning needs.

Bulk order of laptops purchased to replace laptopsthat were not working, allow for all primary classesto have a small class set of laptops for researchprojects and for secondary Stage 5 & 6 students tohave the option of hiring laptops for assessmentand research.

Meetings held around 21st century learning, visiblelearning strategies, AFL strategies, what worksbest, the school excellence framework, the schoolmanagement plan. All of these tied into how we canmove forward at ECS and maintain high






• SAMR research tool • Current activities and eventstaking place or what has takenplace in our school in thisreporting period. • Productive pedagogy – Civics& Citizenship • Differentiation is recorded andreported • Every student achievesexpected growth on progressionsas individual needs are beingmet.

expectations of teaching and learning.

Learning adjustments/differentiation for studentsrequiring support was evident in teaching andlearning programs.

Rock and water training complete for a schoolapproach to resilience and social skills/how to dealwith difficult situations appropriately.

Learning and support role established and regularmonitoring of student well–being. Difficultiesincluding counsellor as we had very limited accessto a school counsellor throughout.

Procedure on well–being consistent across thewhole school that highlights expected behaviours,mobile phone use, anti–bullying, consequences andrewards for positive behaviour.

All students referred to LSTsupported with PLP's/PLSP's and monitoredthrough Sentral.

Learningadjustments/differentiation for students requiringsupport was evident inteaching and learning programs.

Next Steps

Plotting on the Literacy and Numeracy Progressions through PLAN 2 is embedded in K–2 and a focus will be toimplement this across K–6. Due to Emmaville's low socio–economic environment, students often enter Kindergartenwithout attending pre–school. Our Early Start program improves students' school readiness prior to Best Startassessment. Early intervention Language and transition programs contribute to value added results, including access toan Instruction Leader through Early Action for Success.

22% of our school population identified as ATSI. The performance of our equity groups is varied, but most students areshowing growth on internal and external school performance measures. This is evident in our Primary and SecondaryAssessment Frameworks, Best Start, PLAN 2 and NAPLAN data. Early Action for Success and Language Learning andLiteracy – 70% of K–2 students will meet stage expectations as identified on the Literacy and Numeracy Continuums.High priority will be given to professional learning in line with our School Management Plan (SMP) to evidence–basedteaching strategies such as L3K, L3S1 and TENs. With the appointment of our Literacy and Numeracy InstructionalLeader and allocated mentoring time, quality teaching practice is a school focus that involves implementing andpromoting evidence–based teaching practices and modelling effective teaching strategies.



LEADING: Enabling a self–sustaining and self–improving school community

Purpose

The creation of a "high trust environment", will create an emotional platform for learning.

Transparency, explicit learning goals and principles of visible learning will be apparent in our school in all classrooms andall aspects of school.

Communication processes will improve so as to create better and deeper community relationships – including ourwebsite, newsletter & social media.


Effective Professional Learning Plans are in place and staff are working towards their professional goals. There areeffective processes in place to monitor teachers' performance and development. School policies and procedures meetthe requirements of the Performance & Development Framework as well as the School Excellence Framework andQuality Teacher Framework.

Student learning takes place in an environment which fosters and develops choice, accomplishment, positiverelationships, enjoyment, growth, health and safety. Students are provided with opportunities to exercise choice in thecontext of self–regulation, self–determination, ethical decision making and responsibility. Effective leadership guides thedevelopment of the school. Staff contribute to environments which allow students to thrive by delivering high qualitylearning experiences. The school has high expectations for every student, as well as all staff members. Collaborativepartnerships are built with students, staff, families, communities and other organisations to support and develop studentsand school communities. Resources are used to best meet individual and collective student needs. Staff have strategiesin place to support the cognitive, emotional, social, physical and spiritual well–being of students in a context of qualityteaching and learning. The resources and expertise of the school are targeted to meet the well–being needs of allstudents. Quality teaching and effective professional practice are evident in every learning space.





Baseline:

* Resistance to deliver at staffmeetings

* Resistance to attend PL

* Communication methodscurrently occur through Sentraland emails.

* Community relationships arelmited

Cost of instructional leader$81,500

PL funding for course costs,meals and accommodation

Sentral software – $5,000 toextend usage for monitoringstudent well–being andattendance.

Staff training costs $12,500

Secondary staff (particularly beginning teachers x3) supported through timetabled mentoringsessions weekly. Building staff skills and workingtowards personal goals for staff

Links with the Vegetable Creek Hospitalstrengthened throughout the year with attendanceat the monthly VCMPC meetings, establishing astudent work placement scheme and regular visitsfor learning experiences involving anaudience/entertainment for the elderly.

P & C involvement has been inconsistent this term.A lot of planned activities/events/ communityinvolvement was cancelled due to poorplanning/advertising/commitment.

Mandatory updates for course requirements

L3 strategies being utilised in K–2 under EaFS –fully supported by instructional leader

Guidance, training and mentoring for youngerteaching staff around delivering quality teaching toES1, S1 and S2

Map out matrix on each staff Sentral software – $5,000 All meetings succeffully recorded on Sentral in the






member

Tony Bryk survey – confidentiality(include all staff)

Data from the school websiteviewings

Records of staff meetings,coaching questions, teammeetings.

toextend usage for monitoringmeeting, coaching, teammeetings, executivemeetings.

meetings tab.

Surveys not utilised, will look at this in 2019.

Next Steps

A focus on analysing both internal and external data carried out by all executive and teaching staff to establish a deeperunderstanding of the needs analysis approach to planning, use of data walls and analysing data to select appropriateinterventions for targeted students. Executive staff will build capacity and a deep knowledge of the Literacy andNumeracy Progressions and using PLAN 2 across K–6 for better support for Primary teachers and students.

To continue to collaborate with the wider community. To ensure educational opportunities for students are maximised. Toensure the community has knowledge of the school's strategic direction.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading All students tracked on Sentral, K–2 studentstracked on PLAN 2 and have PersonalisedLearning and Support plans (PLSPs)reviewed and updated. Cultural significance isincluded in all PLSPs. Teaching and supportstaff were employed to promote a culture ofindependent learning.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS was absorbed into the Quality Teacherprogram which has run at Emmaville CentralSchool for a number of years in Primary. Thishas involved funding an addition teacher tohave 3 classes across the primarydepartment. This has allowed for smallerclass sizes, retention of students, increasedstudent engagement and higher qualitylearning and support.

Socio–economic background Assistance provided to more students toattend excursions and special programevents. School able to purchase morefundamental skills resources. KinderOrientation/Early Start activities has provideda larger student enrolment.

The school provided resources, professionallearning and additional support and teachingstaff to implement programs to increasestudent participation and engagement inlearning.

Support for beginning teachers Three teachers were supported with an extratwo hours release during 2018. All receivedmentoring and coaching support.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 35 35 40 35

Girls 47 45 43 52

Enrolments have slightly increased.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.6 90.1 95.3 91.8

1 89 92.6 89.2 88.3

2 93.7 92 90.8 83.1

3 92.2 89.8 92.8 85.7

4 96 91.9 94.6 84

5 89.7 96.2 87.6 94

6 90.5 91.1 96.1 94

7 90.4 91.2 89.3 90.9

8 91 86.7 93.2 84.4

9 85.9 85.7 90.6 89.1

10 83.3 65.6 86.6 86

11 80.1 75.3 84.3 87.6

12 95.9 84.8 91.9 77.1

All Years 90.5 88.4 90.8 87.7

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 92.3 92.3 92.3 91.5

Management of non-attendance

Attendance remained fairly consistent with previousyears' figures. Student attendance is overseen by thePrincipal who identifies students who require someform of intervention to improve their school attendance.This includes the development of attendance plans andwhere required, the support of the Home SchoolLiaison Officer. Class attendance is closely monitoredby classroom teachers and office staff.


Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 0

Employment 0 0 50

TAFE entry 0 0 0

University Entry 0 0 0

Other 0 0 0

Unknown 0 0 50

Of the two Year 12 students that were enrolled atEmmaville Central School, one is currently employedwith a local beekeeper, the other student has unknownemployment.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 1

Head Teacher(s) 1

Classroom Teacher(s) 6.02

Learning and Support Teacher(s) 0.4

Teacher Librarian 0.48

School Administration and SupportStaff

3.08

Other Positions 0.1

*Full Time Equivalent

Emmaville Central School do not have any teachingstaff that identify as Aboriginal in 2018.

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 engaged in a range of mandatory, career andschool professional learning activities. Leadership,literacy, numeracy, welfare and the AustralianCurriculum were the schools focus. Main focus areasfor professional learning include, Early Action ForSuccess, Language Learning and Literacy,differentiation, well–being, and Targeted EarlyNumeracy. Emmaville Central School has one teacherwho is currently engaged in obtaining NESAaccreditation at proficient. Two teachers acheived theirNESA accreditation at proficient. Other teachers are intheir maintenance cycles.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 193,729

Revenue 1,915,185

Appropriation 1,884,889

Sale of Goods and Services 2,166

Grants and Contributions 25,583

Gain and Loss 0

Other Revenue 0

Investment Income 2,547

Expenses -1,805,097

Recurrent Expenses -1,805,097

Employee Related -1,600,084

Operating Expenses -205,013

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

110,088

Balance Carried Forward 303,817

This summary financial information covers funds for


operational costs for 2018 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Delete text not required.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 1,435,305

Base Per Capita 16,050

Base Location 25,626

Other Base 1,393,629

Equity Total 230,274

Equity Aboriginal 26,053

Equity Socio economic 143,662

Equity Language 0

Equity Disability 60,559

Targeted Total 8,114

Other Total 120,292

Grand Total 1,793,986

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisons

to previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Emmaville Central School has three multi–stagePrimary Classes, as well as 7–12 Secondary classes.All students are given the opportunity to sit theNAPLAN test.

Due to the small cohorts of students enrolled atEmmaville Central School, data graphs for Year 3, Year5 and Year 7 are ineffective.

Results of NAPLAN in Year 3, Year 5, Year 7 and Year9 sat below the national average across all areas(including Reading, Writing, Spelling, Grammar andPunctuation).

There have been improvements and growth visibleacross all years since 2016, particularly in Year 3, dueto the role of Instructional Leader and Early Action forSuccess. It will be a focus in 2019 to lift studentsNAPLAN results to meet the state average.

Emmaville Central School has three multi–stagePrimary Classes, as well as 7–12 Secondary classes.All students are given the opportunity to sit theNAPLAN test.

Due to the small cohorts of students enrolled atEmmaville Central School, data graphs for Year 3, Year5, Year 7 and Year 9 are ineffective.

Results of NAPLAN in Year 3, Year 5, Year 7 and Year9 sat below the state average across all areas ofNumeracy.

There have been improvements and growth visibleacross all years since 2016, particularly in Year 3, dueto the role of Instructional Leader and Early Action forSuccess. It will be a focus in 2019 to lift studentsNAPLAN results to meet the state average.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with the Department of Education, allidentified Aboriginal students and students at risk hadPersonalised Learning and Support Plans developed inconsultation with the Learning and Support Team andparents.

These plans are used to monitor students and tracktheir literacy and numeracy performance against theNational Literacy and Numeracy Progressions.

Higher School Certificate (HSC)


The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

Our HSC cohort consisted of two students who sat theMathematics General HSC exam. Both students chosechose a vocational educationa pathway.

Parent/caregiver, student, teachersatisfaction

Formal and informal communication indicates that as awhole, parents are happy with the school and the jobwe do here as educators. Increased enrolmentsthroughout 2018 at Emmaville Central School are atestament to the job we are doing and provide soliddata for whole school community satisfaction.

Policy requirements

Aboriginal education

22% of students at Emmaville Central School identifyas Aboriginal. RAM equity funding was utilised tosupport students for excursions and extra–curricularactivities such as Primary excursion to Nelson Bay toexplore life skills and independent living, NAIDOCWeek activities and the purchase of student kits andday trips for both Primary and Secondary students.

Multicultural and anti-racism education

3% of students are from ESL backgrounds. Originswere from Laos.


2018 emmaville central school annual report · strategic direction 1 teaching: highly engaged and...

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