2018 gulmarrad public school annual report€¦ · strategies. naplan results for the...

Gulmarrad Public SchoolAnnual Report

2018

2099

Printed on: 9 May, 2019 of 17 Gulmarrad Public School 2099 (2018)

Introduction

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

Robyn Urquhart

Principal

School contact details

Gulmarrad Public School466 Brooms Head RoadGULMARRAD, 2463www.gulmarrad-p.schools.nsw.edu.augulmarrad-p.school@det.nsw.edu.au02 6645 2587


School background

School vision statement

Our students will be successful and confident learners by providing opportunities to be creative, independent thinkers,highly motivated and active, informed and caring citizens through equity and excellence in education.

School context

Gulmarrad Public School is in a rural residential area of the North Coast of NSW, nine kilometres from the township ofMaclean. The drawing area of the school is from the coastal villages of Brooms Head and Sandon through to the suburbsof Gulmarrad and Townsend.

In 2018 the school will have an enrolment of 195 students. 14% of the students identify as Aboriginal. There are 5students who receive Integration funding support. The school has an average Family Occupation and Education Index(FOEI) of 97 for 2016 and 2017.

The teaching staff of the school are extremely dedicated and experienced with high expectations of our students.

Staff work very closely with the parent community to achieve the highest possible educational, social and culturaloutcomes for all children.

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.

All teachers have been involved in a series of staff meetings where we discussed the School Excellence Framework andthe implications for our school to inform directions and monitor our progress. Staff reflected on the progress being madeacross the school based on the School Excellence Framework and used the evidence guide for support.

The Learning domain covers the elements of learning culture, wellbeing, curriculum, assessment, reporting and studentperformance measures. As a Bump It Up (BIU) school the school has a demonstrated commitment that all studentsmake learning progress with high expectations and evidence based teaching practices to support students with regularassessment. Student wellbeing is a priority with a focus on the Friendly Five school values taught for behaviours acrossthe school and an updated Student Wellbeing policy focused on the Student Wellbeing Framework. Student performancein NAPLAN achieved the Premier's Priority targets set as a Bump It Up school for students in the top two bands forReading and Numeracy.

The Teaching domain covers the elements of effective classroom practice, data skills and use, professional standardsand learning and development. All teachers collaborate across stages with regular data days looking at student data,planning teaching and learning cycles and using consistency of judgement to develop work samples for teaching andassessment. Teachers were involved in peer observations focused on L3, Daily 5 and problem solving. Data required forL3 was collected each term and all staff were introduced to the learning progressions and PLAN 2. All teachers have aperformance and development plan aligned to the teaching standards. All professional learning undertaken by teacherswas aligned to the school plan.

The Leading domain includes the elements educational leadership, school planning, implementation and reporting,school resources and management practices and processes. The school executive team led professional learning forstaff with a focus on literacy, mathematics, learning sprints and visible learning. The school plan and milestones arealigned with the school budget and school resourcing. The flexible learning spaces of the school and the updating oftechnology supported all students to be further engaged in their learning.

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

Learning

Purpose

Excellent schools have a strategic and planned approach to develop whole school literacy and numeracy programswhich support the learning and wellbeing of all students so that they can connect, succeed, thrive and learn. Our purposeis to develop engaged, self–directed and resilient learners who are able to set goals, self–reflect and articulate theirlearning.

Overall summary of progress

Walkthroughs of every class by Executive staff and classroom teachers were used to gather data on Visible Learningstrategies being used in the classrooms and Literacy implementation. The walkthroughs asked the same questions ofeach student and occurred every 5 weeks. It was evident that there was growth in the understanding and use of VisibleLearning strategies and Literacy implementation and understanding by students. See below for specific results.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Learning intentions and successcriteria are visibly used in allclassrooms, with collaborativelyconstructed rubrics used forfeedback purposes.

Improvement in Year 3 and Year5 NAPLAN Numeracy andReading results at or aboveexpected growth from 2018 to2020.

All students have learning goalsand can articulate them.

Professional learning$3,000

QTSS $4000

Executive staff and classroom teachers wereinvolved in the walk through process. This focusedon gathering information from the students in theareas of goal setting, literacy implementation andeffective feedback. Teachers use of visible learningstrategies was also evaluated.

Results show that by the end of Term 4 the numberof students across K–6 that can explain effectiveteacher feedback is 61%. The number of teachersutilising visible learning techniques such as WALT,WILF and Success Criteria is 87%.

Throughout the year 71 students from Years 3 – 6were asked to explain the areas of Daily 5. In Term1 66% of students could explain this. This increasedto 74% in Term 4. In the K–2 59 children werequestioned. 66% could explain this in Term 1 andthis increased to 73% in Term 4.

The 'at or expected growth' in NAPLAN Reading forstudents from Year 3 to 5 was 38.1%. This wasbelow State. The 'at or expected growth' inNAPLAN Numeracy for students from Year 3 – 5was 60%. This was above State.

The number of students who were able to identifytheir personal learning goal has increased from42% in Term 1 to 48% in Term 4. Students whocould explain how learning goals help them to learnhas remained steady at 37%. This will need to be afuture area of focus for 2019.

Next Steps

Formative Assessment professional learning, supported by the Educational Services team, with modules focused onLearning Intentions, Success Criteria and student Feedback will involve all teaching staff. Personal student learninggoals will be a part of this process with a focus on the Learning Progressions.


The focus will continue on L3 for K–2, Daily 5 for Years 3–6 and the Working Mathematically strand in all classes.

Following NAPLAN results in Reading growth there will be a focus on comprehension to improve reading in Years 3–6.



Teaching

Purpose

Teachers collaboratively and regularly utilise student assessment data to reflect on the effectiveness of quality teachingpractices. They ensure learning excellence is promoted in an environment where continual and sustained implementationof teaching and learning meets the needs of all students.


Teachers were introduced to the Learning Progressions at the end of the year and entered data in two areas –Understanding Texts and Additive Strategies. All students in year 3 and 5 participated in NAPLAN Online this year for thevery first time. NAPLAN results demonstrate that we have achieved the Premier's Priority for improved results in the toptwo bands for Literacy and Numeracy. Teachers completed the Focus On Learning survey from Tell Them From Me.Specific results can be read below.





At least 80% of studentsdemonstrating expected growthper semester across DoE literacyand numeracy progressionsrelevant to expected time frame.

Equity groups demonstrateprogress and achievementthrough assessments.

Improvement in the top 2 bandsfor NAPLAN Reading andNumeracy in Years 3 and 5.

Tell Them From Me surveyresults reflect the effectiveness ofquality teaching practices.

Professional learning$10,000

QTSS $4,000

Teachers started initial training for the LearningProgressions this year and in Term 4 began to inputdata in Understanding Texts and AdditiveStrategies.

NAPLAN results for the Premier's Priority ofimproved results in the top two bands in Literacyand Numeracy were achieved with 30.93%.

The Focus on Learning Tell Them From Me surveylooked at the Four Dimensions of Classroom andSchool Practices and were scored on a ten–pointscale. Teachers rated Overcoming Obstacles toLearning the highest at 8.4 followed by PlannedLearning Opportunities at 8.3. Setting Challengingand Visible Goals rated 8.0 with Quality Feedbackrating 7.7. These results assist with future directionsfor teacher development and support.

Responses from teachers when asked 'Describeone improvement in student learning outcomes thathas taken place as a result of professional learning'included: increased student achievement due to L3implementation, utilising visible learning andstudent goal setting directly linked to syllabus,improved writing skills as a result of data and staffcollaboration days. Flexible learning spacesallowed teachers to implement new and engaginglessons, philosophies in the area of music wereadapted and professional development in theintroduction of decodable readers were also noted.

The question asking teachers to 'Describe a changeto your teaching practice that has had the greatestpositive impact on the way students learn' showedthat teachers valued the introduction of mathssprints, setting clear learning goals for studentachievement and using success criteria withstudents at the commencement of lessons.

Teachers also highlighted the implementation ofPrinted on: 9 May, 2019 of 17 Gulmarrad Public School 2099 (2018)





At least 80% of studentsdemonstrating expected growthper semester across DoE literacyand numeracy progressionsrelevant to expected time frame.

Equity groups demonstrateprogress and achievementthrough assessments.

Improvement in the top 2 bandsfor NAPLAN Reading andNumeracy in Years 3 and 5.

Tell Them From Me surveyresults reflect the effectiveness ofquality teaching practices.

STEM activities and the introduction of technologyas a means for students to submit work and receivefeedback.

Next Steps

Whole school training on the Literacy and Numeracy progressions and the use of PLAN 2 to support teaching andlearning programs will continue. Following NAPLAN data analysis a focus will be on Comprehension in Years 3–6 toimprove growth in this area for students. The Stage data days for all stages will continue to be held twice a term with afocus on improving students Literacy results.



Leading

Purpose

School leaders enable a self–sustaining and self–improving community that will continue to support the highest levels oflearning. Strong, strategic and effective leadership is the cornerstone of school excellence. The leadership team modelinstructional leadership and support a culture that results in sustained and measureable whole school improvement.


Collaboration between teachers during Stage Data days led by Supervisors was a priority this year. Teachers were ableto use student data and develop explicit teaching and learning programs with a focus on consistency of teacherjudgement. These are all areas from the What Works Best CESE paper. Some teachers also took the opportunity todevelop flexible learning spaces in their classrooms following the purchase of new furniture.





Collaborative time is used byevery teacher on a regular basis,is scaffolded to focus on ‘WhatWorks Best’ and is evaluatedagainst student improvement.

All teachers can articulate, ‘WhatWorks Best’ and demonstrateimproved practice in these areasthrough collaboration andclassroom observation.

Flexible learning spaces areeffectively utilised in allclassrooms to engage and meetthe learning needs of all students.

QTSS $5000

Professional learning $3000

Equity $15000

The focus for collaboration for the two Stage 2teachers and the two Stage 3 teachers was todevelop a consistent form of assessment in writing.Consistent teacher judgement (CTJ)was examined.The NAPLAN marking guide was used to assessthe students work samples. Common themes wereanalysed. A five week teaching and learning cyclebased on the needs that were identified wasdeveloped. This was in the area of character andsetting development in narrative writing.

Student results were placed into a spreadsheet andthen graphed.

The end of cycle assessment stimulus was created.This was incorporated into the five week teachingand learning cycle.

The second data day allowed 3–6 staff to meet toanalyse the post work samples in the area ofcharacter development. Results showed that moststudents had increased in this area (based on theNAPLAN marking guide). Post results were addedto spreadsheet. The next area of focus wasInformative writing with a specific target of groupinglike information in reports. Another five weekteaching and learning cycle was developed totarget this area. Stages were programming thesewriting lessons based on the Term 4 history units ofwork.

Writing assessments were brought by staff to thefinal data day. These were analysed and assessedagainst the syllabus outcomes to ensure CTJ wasoccurring for the semester 2 reports. Elements ofeach sample were analysed and report gradingswere distributed amongst the students in stage 2. Afolder was created with examples of each grade. Ega basic piece of writing, a sound and a high piece ofwriting. Each sample has an annotation to explainwhy the grade was given in regards to how it meetssyllabus outcomes. This can then be used in future






Collaborative time is used byevery teacher on a regular basis,is scaffolded to focus on ‘WhatWorks Best’ and is evaluatedagainst student improvement.

All teachers can articulate, ‘WhatWorks Best’ and demonstrateimproved practice in these areasthrough collaboration andclassroom observation.

Flexible learning spaces areeffectively utilised in allclassrooms to engage and meetthe learning needs of all students.

years to keep teacher consistent judgement.

Peer observation took place with teachersobserving L3, Daily 5 and problem solvingdepending on need. Reflection sheets werecompleted by teachers following the peerobservations.

New flexible furniture was purchased forclassrooms where teachers were identified as usingthis pedagogy. Students were surveyed on thefurniture choices in their classroom. Studentsidentified the new flexible furniture to becomfortable, gave more seating options. Thejellybean conferencing tables and the round tableshelped students to learn. Preferred work areasincluded the standing stations, bean bags, loungeottomans and old tables.

Next Steps

In 2019 we will continue with Stage collaborations to program and plan, to analyse student data and to design worksamples for Consistency of Teacher Judgement.

Flexible learning spaces with the purchase of updated furniture for teachers wanting to organise their teaching this waywill be supported.

Staff led by school leaders will continue to focus on the areas from What Works Best to improve school practice.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal background$20,620

An SLSO was employed to support studentsin the classroom in small groups during L3and Daily 5 activities. Resources to supportthis focus were purchased including books,laptops and ipads.

Low level adjustment for disability $125,707 this includes thesalary for the Learning andSupport of 0.9 FTE

The Learning and Support teacher was usedfor in class support for Literacy andNumeracy. A Resilience program wasdeveloped with a focus on small groups eachafternoon ranging from senior girls to infantsboys. This changed each term based onstudent needs and behaviour. The LAST alsoworked collaboratively with teachers and theSchool Counsellor to develop behaviour plansfor students based on the MAPA training staffreceived. An SLSO was also employed tosupport Literacy, Numeracy and behaviour inthe classrooms.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS $35, 398 QTSS was used to release both AssistantPrincipals to support teachers throughdemonstration lessons, assistance withprogramming and planning and data analysis.APs were also released to work with thePrincipal to develop milestones, designprofessional learning for staff and participatein classroom walkthroughs each term.Teachers were given time to observecolleagues with a focus on L3, Daily 5 andproblem solving and participate in classroomwalkthroughs.

Socio–economic background $53, 839 This funding was used to purchase resourcesfor classrooms in the areas of technology,Literacy and Numeracy. Laptops, ipads andinteractive panels, decoding books andgeneral maths resources were purchased.Flexible furniture was also purchased tosupport grouping and flexible learning spacesin the classrooms. Parent workshops wereheld focused on Literacy and what ishappening in classrooms around VisibleLearning. Registrations for a variety ofactivities were paid including Premier'sDebating and Spelling, Chess competitionsand the GRIP Leadership conference for Year6 students. An SLSO to support students inthe classroom was also employed.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 108 113 116 111

Girls 76 79 80 76

Student attendance profile

School

Year 2015 2016 2017 2018

K 92.7 95.6 94.7 93

1 94.8 92.5 94.5 92.9

2 91.1 95.2 91.4 94

3 92.8 92.5 94.7 92.9

4 92.1 92.5 92.6 93.3

5 93.7 93.8 92.2 92

6 92.4 93.7 93.8 89.7

All Years 92.6 93.6 93.4 92.5

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

All Years 94 94 93.9 93.4

Management of non-attendance

At Gulmarrad Public School we ensure that allprocedures in regards to attendance are closelyadhered to and we work collaboratively with the supportof the Home School Liaison Officer to encourage thefull participation of all students in education. Theprocedures include daily roll marking, partialattendance registers, notes and communications withfamilies, phone calls and letters regarding studentattendance concerns and regular student attendancereviews at Learning and Support Teams meetings.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 2

Classroom Teacher(s) 6.98

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.4

School Administration and SupportStaff

2.02

*Full Time Equivalent

In 2018 no staff members identified as Aboriginal.

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

Professional learning and teacher accreditation

All teaching and administrative staff participated inprofessional learning activities throughout the year.

Mandatory training included Child Protection, the Codeof Conduct, Anaphylaxis, CPR and for some staff thee–Emergency care modules. Administrative staff alsocompleted the e–Administration of prescribedmedication at school and first aid.

In the area of Student Wellbeing all teachers workedwith the Student Wellbeing Framework over a period oftime and developed an updated School StudentWellbeing Policy. Tracey Winfer, DoE NDIS trainedstaff in the NDIS and how this will impact on schools.Lynda James presented 'Students experiencingTrauma' for one of the SDD sessions. The term 2 SDDsaw all staff trained in the Management of Actual andPotential Aggression course. The two AssistantPrincipals attended the Anti–bullying conference in term4.

In the Literacy and Numeracy area teachers from K–2continued with L3 training and for Years 3–6 teachersDaily 5 online. K–2 teachers trained in Best Start


Kindergarten and Reading K–2. A specialist fromSound Waves took staff through the program for aspelling and grammar focus. The Year 5 teacherundertook NAPLAN Online training. All staff completedinitial training in the Learning Progressions and PLAN2. All teachers completed the Building Blocks forNumeracy over a period of time including for our SDD.

Education Services presented learning sprints to allteachers with a focus on problem solving.

The RFF teacher completed an online course MusicaViva. Our Librarian attended the NSW State Librarian'sConference in Sydney.

In technology some teachers attended STEM and ipadtraining, the technology teachers attendedSTEMSHARE workshops and webinars on coding andthe 3D printer. All staff were trained in using Planbookfor programming their teaching and learning program.

All teaching staff were trained in Visible Learningstrategies with a focus on learning intentions, successcriteria and developing student learning goals.

The principal attended the Art of Leadership leadershipprogram and was trained as a Peer Principal forExternal Validation panels.

All permanent staff are accredited and one temporarystaff member will be beginning this process in 2019.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 197,654

Revenue 2,061,537

Appropriation 1,965,536

Sale of Goods and Services 1,766

Grants and Contributions 92,929

Gain and Loss 0

Other Revenue 100

Investment Income 1,206

Expenses -2,031,430

Recurrent Expenses -2,031,430

Employee Related -1,783,437

Operating Expenses -247,993

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

30,108

Balance Carried Forward 227,762

Gulmarrad Public School follows all financial policyrequirements of the Department of Education.

Funds carried forward are targeted to resources andprograms identified in the school plan.

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 1,493,576

Base Per Capita 37,900

Base Location 5,339

Other Base 1,450,337

Equity Total 200,167

Equity Aboriginal 20,620

Equity Socio economic 53,839

Equity Language 0

Equity Disability 125,707

Targeted Total 132,231

Other Total 68,274

Grand Total 1,894,248

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

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 comparisonsto 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.

In Year 3 NAPLAN students average score improved inall areas. The average score was higher than State inGrammar and Punctuation and Writing and just belowState in Reading. The average score was also higherthan SSSG in Grammar and Punctuation, Reading andWriting. Spelling also demonstrated improvement.

In Year 5 NAPLAN the average scaled student growthwas higher than State and SSSG in Grammar andPunctuation and in Writing. The average scaled studentgrowth in both Reading and spelling was just belowState and SSSG.

At or expected growth in Grammar and Punctuationwas higher than State and SSSG with Writing onlyslightly below State and above SSSG.

In Year 3 NAPLAN students average score improved inall areas. The average score was higher than SSSG inNumeracy.

In Year 5 NAPLAN the average scaled student growthwas higher than State and SSSG in Numeracy.

At or expected growth in Numeracy was higher thanState and SSSG.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and is


reflected on the myschool website.

Premier's Priorities: Improving education results:

The proportion of students in the top two NAPLANbands for Reading and Numeracy in Years 3 and 5 was30.93%.

State Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands:

The NAPLAN cohort number of Aboriginal students inboth Year 3 and Year 5 is too small to report on.

Parent/caregiver, student, teachersatisfaction

The school community participated in the Tell ThemFrom Me surveys for parents, students and teachers.To gather parent responses IPads were made availablebefore and after school for parents to use. This resultedin 17 responses. There were seven separate measuresand parents were asked to rate each out of a score of10. The school scored higher than the NSWGovernment norm for every measure. Results indicatedparents felt very welcome at school with a rating of 8.6.A rating of 8.6 was given to the area of the schoolsupporting positive behaviour and safety at schoolrated 8.4. Parents felt the school was inclusive ratingthis 8.1 and felt they were informed with a rating of 7.9.Respondents suggested that all areas indicate overallhigh satisfaction with the school. The area of parentssupporting learning at home was rated the lowest at6.9.

Fortnightly school newsletters and social media werefound to be the most useful form of schoolcommunication. The next most useful form ofcommunication was emails. Formal and informalmeetings were the most useful forms of communicationto discuss their child's progress.

Some general comments from the question 'What doyou like about our school?' included: The opencommunication between parents and school staff, thecare shown towards all students well being, the healthychanges the P&C have made to the canteen and theflexible seating and new furniture in classrooms. Parentresponses to question two 'Are you happy with the levelof communication from the school?' included: face toface communication was helpful, staff were veryaccommodating and teachers were always prepared totake the time to discuss their child's progress.

Seventy students in Years 4, 5 and 6 took part in theTell Them From Me survey. 90% of students indicatedthey value school outcomes with 87% stating they tryhard to succeed in their learning. The number ofstudents who indicated they display positive behaviourat school was 86% with 70% stating they are interestedand motivated in their learning. These results offer staffan insight into how students are feeling about schooland ideas for future directions leading to increasedengagement in learning opportunities.

In the open ended question 'What do you really likeabout your school?' responses included: Finland brainbreaks, flexible seating arrangements, new furniture,caring teachers, lots of school supplies and equipmentand having teachers who think of new ideas. Studentsfelt that more hands on activities, play equipment andmusical instruments would make the school evenbetter.

The Focus on Learning Tell Them From Me surveylooked at the Four Dimensions of Classroom andSchool Practices and were scored on a ten–point scale.Teachers rated Overcoming Obstacles to Learning thehighest at 8.4 followed by Planned LearningOpportunities at 8.3. Setting Challenging and Visible


Goals rated 8.0 with Quality Feedback rating 7.7.These results assist with future directions for teacherdevelopment and support.

Responses from teachers when asked 'Describe oneimprovement in student learning outcomes that hastaken place as a result of professional learning'included: increased student achievement due to L3implementation, utilising visible learning and studentgoal setting directly linked to syllabus, improved writingskills as a result of data and staff collaboration days.Flexible learning spaces allowed teachers to implementnew and engaging lessons, philosophies in the area ofmusic were adapted and professional development inthe introduction of decodable readers were also noted.

The question asking teachers to 'Describe a change toyour teaching practice that has had the greatestpositive impact on the way students learn' showed thatteachers valued the introduction of maths sprints,setting clear learning goals for student achievementand using success criteria with students at thecommencement of lessons.

Teachers also highlighted the implementation of STEMactivities and the introduction of technology as a meansfor students to submit work and receive feedback.

Policy requirements

Aboriginal education

All Aboriginal students have an individual learning plandeveloped in consultation with parents/caregivers. Atthe fortnightly school assembly 'Welcome to Country' isstated prior to singing the National Anthem and boththe Aboriginal Flag and Australian Flags are raised.Aboriginal students who required extra support in eitherLiteracy or Numeracy worked in small groups with aSchool Learning Support Officer. The SLSO wasemployed for four hours per day five days a week.Students were supported by the SLSO depending ontheir needs. The focus was on problem solving skills inMaths and reading comprehension and decoding skills.All students displayed high engagement levels workingwith the SLSO. Students demonstrated progress on theliteracy and numeracy continuums. Resources neededto support these lessons were purchased.

All K–2 students participated in an excursion to theClarence River, the Museum and The Pinnacles wherestudents observed and learnt about Aboriginal artifactsand participated in discussions about the significance ofparticular landmarks.

The school hosted a Coastal Emu Day for thecommunity organised by National Parks and Wildlifeand the Clarence Valley Council. Aboriginal communitymembers taught all students an emu dance which issignificant to the school and local community.

National Reconciliation Week is celebrated acrossAustralia each year between 27 May and 3 June.These dates commemorate two significant milestonesin the reconciliation journey–the anniversaries of thesuccessful 1967 referendum, and the High Court Mabodecision. Students participated in activities thatincorporated the theme: 'Don't Keep History A Mystery'.All students walked together with their buddies to shareand appreciate the connection to the land and promotea sense of belonging. This was followed by theformation of 'Yarn Up Circles' where a 'talking stick' waspassed around and children were able to shareinformation about themselves. These activities weredesigned to help the children learn more about eachother, show respect and gain a greater understandingof how stories are told over time. Finally the studentscame together as one to dance the 'Brolga Dance'.

NAIDOC Week fell on the 8 to 15 July 2018. As thiswas within the school holidays Gulmarrad PublicSchool celebrated NAIDOC week in week 10 Term 2.Students from Kindergarten to Year 6 participated inactivities centred around the theme 'Because of her, wecan' designed to celebrate and emphasise theimportant role Aboriginal and Torres Strait Islanderwomen have played and continue to play at thecommunity, local, state and national levels. Studentsenjoyed participating in a variety of activities celebratingAboriginal culture both past and present. Classes alsodiscussed how local Aboriginal Elder Women haveinfluenced and are continuing to influence the localcommunity.


Multicultural and anti-racism education

On March 21 Harmony Day was celebrated atGulmarrad Public School. All students and staff wereencouraged to wear the official Harmony Day colour oforange to acknowledge the day. The 21 March is alsothe United Nations Day for the elimination of racialdiscrimination. In class activities were conducted basedaround the Harmony Day theme, 'Everyone Belongs'and Australia's cultural diversity. Students participatedin discussions and activities about inclusiveness,respect and a sense of belonging for everyone.Multi–cultural perspectives are integrated throughoutthe curriculum in all stages with significant reference inthe implementation of the history syllabus and literacyactivities ensuring appropriate resources and contentare included. A staff member has been trained as theAnti–Racism Contact Officer.


2018 gulmarrad public school annual report€¦ · strategies. naplan results for the...

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