2018 walla walla public school annual report€¦ · introduction the annual report for 2018 is...

Walla Walla Public SchoolAnnual Report

2018

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Printed on: 2 July, 2019 of 13 Walla Walla Public School 3352 (2018)

Introduction

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

Helen Duncan

Principal

School contact details

Walla Walla Public SchoolCommercial StWalla Walla, 2659www.wallawalla-p.schools.nsw.edu.auwallawalla-p.school@det.nsw.edu.au6029 2253


School background

School vision statement

Walla Walla Public School sets high expectations for all students to achieve with a strong belief that Today's Learnersare Tomorrow's Leaders. Dedicated and highly trained staff support individuals to develop academically, socially andemotionally in a safe and secure learning environment. Underpinning all aspects of a positive learning culture are thevalues care, co–operation and resilience. As a centre for excellence, Walla Walla Public School is the choice of schoolfor its community.

School context

Walla Walla Public School is a vibrant, inclusive school that is located within 30 km of the regional centre of Albury. WallaWalla Public School prides itself on the ability to focus on K–6 students as individuals. The learning is tailored to eachstudent at their point of need. Strong academic instruction, leadership opportunities, wellbeing programs, sports coachingand excursions support students to progress across all areas of development. The modern facilities and a range oftechnology assist the experienced teachers to implement a high quality educational program. Walla Walla Public Schoolis well supported by the parents and wider community and collaborates with other small schools in the network ofWalbundrie Small Schools.

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, the school, in partnership with parents promotes a culture of high expectations. Everystudent and staff member is engaged and challenged by high quality learning opportunities to ensure continuedimprovement over the year. There is a collective responsibility for student learning amongst staff and parents who workin partnership to cater for the individual learning needs of all students. Whole–school wellbeing and welfare practicesensure a safe and supportive learning environment for all students. The schools monitors curriculum longitudinally with acomprehensive scope and sequence from K–6. The curriculum is delivered through systematic planning of units of workfrom each of the six Key Learning Areas. Teaching and Learning Programs document learning outcomes, knowledge,understanding and skills taught with appropriate differentiation to meet the diverse needs of students. Assessment andstudent progress is measured and recorded using formative and summative strategies which is reported to parentsperiodically throughout the year. Teachers engage in reflective and evaluative practise with colleagues with a view tomeasure teaching effectiveness and continuously improve instruction. School data shows that student progress andachievement on external measures is consistent with internal assessments.

In the Domain of Teaching, staff employ collaborative practises to identify, understand and implement the most effectiveand explicit research based teaching strategies. Staff have utilised research into 'What works best' and 'FormativeAssessment' in order to analyse teaching practices. Staff have engaged in lesson observations to model and refine bestpractice. The staff have engaged in professional development to build skills in collecting accurate data and analysing iteffectively to evaluate student progress and drive the teaching and learning program. Systems are in place to measure,monitor and set targets for student and school progress and achievement. Teacher's employ a range of strategies toprovide feedback for students on their learning. Classrooms at Walla Walla Public School are warm and inviting areas forstudents to learn. The school's values and the Positive Behaviour for Learning framework ensures that high expectationsof behaviour have been set and staff, parents and students can clearly articulate their roles and responsibilities.Teacher's utilise the Professional Teaching Standards to set and monitor professional goals for continuous improvement.Professional learning opportunities have been made available to all staff based on the school's priorities as outlined inthe School Plan and the individual staff members Professional Development Plan. Staff are supported through mentoringnetworks, the Albury Educational Office and the Walbundrie Small School's Network.

In the Domain of Leading, the principal collaborates with the colleagues from the Walbundrie Small School's Network toensure that the School Plan is adequately resourced, strategically implemented and evaluated periodically andsystematically. The Principal has collected evidence and analysed data to assess the impact of improvement measuresand set targets and goals for further improvement. The school's strategic priorities were identified through a process ofreview and collaboration with staff, students and the parents, enabling the creation of a robust and dynamic School Plan


2018–2020. Strategic Direction 2 is a shared project between the Walbundrie Small Schools' Network. The focus is toshare in financial and human resources to build the collective and individual capacity of teachers and improve learningoutcomes for students. The principal has worked in partnership with parents and the community to ensure that theschool's progress and achievement has been widely promoted. The Principal and the School Administration Managerhave systems in place to allocate financial resources effectively through budgeting and ensure that resources, staffing,technology and the learning environment are maintained to a very high standard. Service delivery is monitored andmanagement practices are responsive to community feedback. The Principal is supported in the management of theschool through the NSW Public School Director of Educational Leadership, the Principal Support Leader and collegialnetworks.

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

Targeted learning for measurable improvement

Purpose

To apply evidence based pedagogy and collaborative practice to enrich and improve learning outcomes collectively andmeet the needs of learners, within our community of schools.

Quality learning experiences will contribute to an inspirational learning culture. Students welcome feedback in order toself–regulate and reflect upon their learning. Feedback challenges, motivates and supports learners to reach theirindividual goals.

Overall summary of progress

During 2018, staff collected and analysed baseline data to ascertain student and school achievement in relation to theNSW Department of Education's Strategic Plan and the Schools Excellence Framework in order to set priorities.

Staff have worked collaboratively to develop research–based teaching strategies, and have planned and evaluated theirteaching practice. Teacher's have been introduced to Formative Assessment and reflected on CESE research into 'Whatworks best' .

Teaching staff participated in professional development in the Literacy and Numeracy Progressions and EffectiveReading Strategies, Seven Steps to Writing and Effective Spelling. A staff member was trained as an L3 Stage 1 Trainerand was able to support the school in teaching literacy at a students' point of need. Staff were also introduced to the newScience and Technology Syllabus. The Walbundrie Small School's Network received a Rural and Remote grant topurchase a significant amount of technology for robotics and coding and trained in it's use and programming toimplement STEM Projects.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All students actively and regularlyset, monitor and achieve theiridentified learning goals.

4 x $450.00 CasualTeacher Relief days

Progress has been made towards developingpersonalised learning goals based on assessmentdata and the teacher's professional judgementbased on the Learning Progressions. Teacher's areproviding regular feedback to students andparents.

Students have achieved theirexpected growth for reading textand comprehension.


PAT–R ReadingAssessment $500.00

Staff have trained in the Literacy Progressions,Effective Reading Strategies, Seven Steps forWriting and Spelling. Pat–R ReadingComprehension Test was introduced to theWalbundrie Small Schools' Network.

Students have achieved theirexpected growth for numeracy.

4 x $450 Casual ReliefTeacher days

Staff were introduced to the Numeracy learningProgressions to build professional knowledge andunderstanding.

Next Steps

Teachers will continue to use Formative Assessment and the Literacy and Numeracy Progressions to assess and groupstudents to explicitly teach Syllabus Outcomes. Student assessment will be moderated to ensure consistency inprofessional judgement through collaboration with the Walbundrie Small Schools' Network. Teachers will train in PLAN2software and use it periodically to record and monitor student progress. Systems will be refined for students to setindividual learning goals and participate in reporting their achievement to parents through 3–way interviews. A Scope andSequence will be developed for the Science and Technology Syllabus and teachers will deepen their understanding ofthe document to begin implementation during 2019. Resources will be allocated to refurbish a classroom into a purposebuilt STEM room. A school–wide Assessment Schedule and evidence bank will be created to assist teachers and theSchools' leadership to monitor individual and collective student progress, evaluate teaching practices and set futureschool priorities. Teachers will obtain Accreditation through the National Education Standards Authority.



Quality teaching through purposeful collaboration

Purpose

To develop skilled and high performing educators through collaborative and capacity building practices.

Teachers will actively engage in a professional network to apply evidence based pedagogy and consistent practices tomeet the needs of learners within our community of schools.


The establishment of the Walbundrie Small Schools' Network Teacher Learning Community has enabled all teachers touse reflective practice strategies in a supportive environment. Strong relationships were formed and collaborativepractice was implemented to improve teaching practice. There has been growth in teacher's knowledge andunderstanding of Formative Assessment strategies as evidenced through the teacher observations.

The Walbundrie Small Schools Network of schools have previously found that National data sources are often unreliableand lack validity due to our small cohort sizes. During 2018, teachers engaged in targeted professional learning, a newassessment tool was implemented across the network, more reliable data was extrapolated and data analysis wasundertaken to identify areas of need from a network perspective. All staff are able to distinguish between types of dataand articulate how it can impact on teaching and learning. Their high engagement levels and commitment towardsimproving their practice has resulted in deeper knowledge and understanding of how to interpret and analyse data.Teachers are beginning to implement some strategies to improve student reading and comprehension levels. End of yearassessment results indicates improved student achievement for the majority of students across the network.





All teachers actively engage incollaborative and reflectivepractices to improve teachercapacity.

3 x $450.00 CasualTeacher Relief for staff toattend conference

The Walbundrie Small Schools Networkcollaboratively developed structures, goals andexpectations for a teacher learning community witha particular emphasis on formative assessment.Teachers were provided with the opportunity toattend a 2 day Dylan Wiliam Conference. This wasthe catalyst for teachers leading their own WTLCNetwork meetings and participating in a range ofcollaborative practices over the course of 2018.

All teachers have embeddedevidence–based pedagogy inlearning and teaching programs.

4 x $450.00 CasualTeacher Relief for staff toattend Data AnalysisTraining

During 2018, teachers engaged in targetedprofessional learning, a new assessment tool wasimplemented across the network, more reliable datawas extrapolated and data analysis was undertakento identify areas of need from a networkperspective.

All staff are able to distinguish between types ofdata and articulate how it can impact on teachingand learning. Their high engagement levels andcommitment towards improving their practice hasresulted in deeper knowledge and understanding ofhow to interpret and analyse data.

Next Steps

The teachers of the Walbundrie Small Schools' Network will continue to develop a strong, supportive collegial networkthrough regular meetings. The focus of the meetings will be to continuously improve teacher practice, by deepening theirknowledge and understanding of Formative Assessment and consolidating their skills in effective data analysis to informteaching. Teachers will develop skills in conducting peer observations and providing teachers with feedback usingFormative Assessment Strategies and the Professional Teaching Standards. Teachers will develop consistency in


teacher judgement through further training in the Literacy and Numeracy Progressions and the moderation of writingsamples. They will apply evaluative thinking to reflect on the effectiveness and validity of the Schools' AssessmentSchedule.



Communicating high expectations and developing a positive learning culture

Purpose

To set high expectations and facilitate a positive learning culture that leads to increased achievement for all students.

High expectations are to be supported by specific strategies to create a positive, safe and secure learning environmentwhere instruction is differentiated, rich and challenging. The learning culture of the school ensures that students feel asense of belonging, have increased self–confidence and resilience, resulting in an increased commitment to learning andsuccess.

Curriculum is delivered to develop a broad range of skills, including co–operation, communication and leadership, toequip students for their future.


Walla Walla Public School has continued to deliver a high quality learning environment and excellent student results asevidenced by NAPLAN. The students have participated in a range of extra–curricular learning opportunities to engageand cater for individual student strengths. All Year 3–6 students participated in overnight excursions with the WalbundrieSmall Schools' Network. Positive Behaviour for Learning continues to underpin the school's Student Welfare andDiscipline Procedures. Wellbeing, active participation and healthy eating have been a focus for the whole school.





All students articulate theschool's high expectations forlearning and behaviour.

$3.00 Student LeadershipTraining Day

Students have participated in Leadershipexperiences with the local Pre–school. Studentsentered local competitions and community events.External testing demonstrated high levels ofachievement in Year 3 & Year 5.

All stakeholders communicate animproved learning culture and asafe and secure learningenvironment through schoolbased surveys.


$600.00 PBL CoachTraining

PBL Coach attended training in whole–schoolwellbeing self assessment training.

The school developed an action plan for thecontinued implementation of PBL.

Students participated in lessons to reinforce schoolvalues and expectations.

Staff will implement learning andteaching programs focused ondeveloping a long term mentalhealth, an active lifestyle,balanced with a deepunderstanding of nutrition.

$6,000.00 Bluearth program All students and staff participated in the Premier'sSporting Challenge and school was awardedDiamond.

All students and teachers participated in BluearthProgram for the entire year.

The vegetable garden was established withsponsorship from local community.

The Healthy Canteen Strategy was introduced andthe Canteen Manager attend training andconducted a self–assessment of the current menu.

Next Steps

The school will continue to promote the high quality learning environment through the introduction of social media, thecreation of a promotional video and a new Information Book with the aim of boosting enrolments. Students willparticipate in Leadership training with students from the Walbundrie Small Schools' Network and continue to participate


in community events. A mural will be painted at the front of the school as a student/ community joint project. Whilst theschool will continue to implement Bluearth, music lessons from the Conservatorium of Music will also be sort. Thevegetable garden will be expanded with a worm farm and cooking at Burrumbuttock Public School. The P&C will supportthe canteen manager to modify the canteen menu and source products that comply with the Healthy Canteen Guidelines.Positive Behaviour for Learning will be implemented in the classrooms following staff training in Classroom Managementand the school will review the current acknowledgement and consequence systems in regards to student behaviour. Theschool values will be displayed in signage at the front of the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6,338.00 Funding was used to support Aboriginalstudents in their learning with the appointmentof a School Learning Support Officer (SLSO) .

Literacy and Numeracy resources werepurchased to support students in Readingand Comprehension.

Resources were purchased to support wholeschool celebration days for Reconciliation andNAIDOC week.

Low level adjustment for disability $26, 728.00 School Learning Support Officer (SLSO)wasemployed to assist students in class, intheplayground and on school excursions.

Quality Teaching, SuccessfulStudents (QTSS)

$7, 913.00 Staff were released to collaborate on theimplementation of Formative Assessment.

Socio–economic background $12, 124.00 All students K–6 participated in the Bluearth(sporting/ wellbeing) program. Funds wereused to support the Yr2–6 IntensiveSwimming Scheme and extra–curricularactivities and excursions in which all studentsparticipated.

Support for beginning teachers $13, 786.00 Beginning Teacher funds were used toprovide the teacher with extra Relief from faceto face training.

The teacher was able to enrol in the GraduateTeacher Pilot Project.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 16 12 18 14

Girls 26 31 28 22

Student attendance profile

School

Year 2015 2016 2017 2018

K 87.3 93.5 89.9 94.2

1 93.5 89.9 89.7 96

2 93.8 90.2 92.1 94.3

3 94.5 93.9 93.5 95

4 96 95.7 96.2 95.6

5 96.7 95.3 91.9 97

6 91.5 92.4 97.2 97.3

All Years 92.9 92.8 93.4 95.7

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

All Years 94 94 93.9 93.4

Management of non-attendance

Attendance is recorded electronically by teachers usingthe Student Administration and Learning Management(SALM) system. Attendance is monitored every 5weeks by the Learning Support Team. To assistfamilies understand the importance of attendance,procedures and expectations, the school issues regularinformation and supportive strategies via thenewsletter, phone calls and DoE developed pamphlets.The Home School Liaison Officer (HSLO) providesadvice, monitors school records and consults in casesof chronic non–attendance. Legal action maybe takenfor repeated non–compliance with school attendanceunder the Education Act 1990..

Class sizes

Class Total

K_1_2 13

3_4_5_6 24

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 1.33

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.08

School Administration and SupportStaff

0.93

*Full Time Equivalent

Currently there are no staff members that identify asAboriginal or Torres Strait Islander at Walla WallaPublic 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

Professional learning opportunities were providedthroughout the year based on the School Plan prioritiesand the individual staff member's ProfessionalDevelopment Framework. Knowledge, understandingand skills were developed for the School Plan,Budgeting software, Principal Network meetings,Literacy and Numeracy Progressions, PLAN 2software, Evaluative Thinking and Data Analysis,Formative Assessment, Effective Reading andPhonemic Awareness, improving student writing,physical fitness in students, Leadership Developmentand Principal Wellbeing. All staff completed MandatoryTraining.

Financial information

Financial summary


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

2018 Actual ($)

Opening Balance 28,294

Revenue 644,983

Appropriation 575,932

Sale of Goods and Services 362

Grants and Contributions 67,935

Gain and Loss 0

Other Revenue 0

Investment Income 754

Expenses -583,271

Recurrent Expenses -583,271

Employee Related -511,168

Operating Expenses -72,103

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

61,712

Balance Carried Forward 90,006

The financial statement ends on December 31 2018and the salary deductions (CEPS) are two months inarrears. This will come out of the school funds inJanuary–February 2019.

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 461,853

Base Per Capita 8,895

Base Location 5,534

Other Base 447,424

Equity Total 46,967

Equity Aboriginal 6,338

Equity Socio economic 12,124

Equity Language 1,777

Equity Disability 26,728

Targeted Total 29,963

Other Total 8,059

Grand Total 546,842

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.

A summary of statistics or graphical representation ofstudent performance cannot be used for cohorts of lessthan 10 students in this report for privacy reasons.



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


Parent/caregiver, student, teachersatisfaction

Walla Walla Public School has a strong partnershipwith parents and the local community. Each year theschool surveys parents and students to seek feedbackon their level of satisfaction on the delivery of highquality education, student wellbeing, access to extracurricular activities and service delivery from staff.

Surveys were returned from 95% of families. Studentsurvey results show that 90% of students value schooland learning, with 94% indicating that they receivehigh–quality instruction from their teachers. Theseresults indicate that students at Walla Walla Publicschool are engaged in their learning and feel that whatthey are learning at school is directly related to theirlong term success. While 100% of students stated thatthey are involved in sporting activities andextra–curricula activities provided by the school, 85% ofstudents felt a sense of belonging.

90% of parents stated that their child wasdemonstrating progress and 88% of surveys stated thattheir child felt safe and happy at school. Parents werepleased with the increases in school promotion and theacquisition of technological equipment. A number offamilies made the suggestion that the school review thecurrent school uniform.

Staff felt supported in their wellbeing and were able toaccess training and development that met theirindividual professional development and career goals.100% of staff agreed that Walla Walla Public Schoolwas well resourced and a productive, but pleasurableworkplace.

Policy requirements

Aboriginal education

Walla Walla Public School is committed to improvingthe educational outcomes and wellbeing of Aboriginaland Torres Strait Islander students so they excel in allaspects of their education. Our school is alsocommitted to improving the education on indigenouspeoples, histories, culture sand experiences. Schoolprograms supporting Aboriginal education, perspective,culture and history are taught. Aboriginal education isintegrated into all Key Learning Areas and treated withrespect. Classroom teachers and parents work togetherto create Personal Learning Plans for each indigenousstudent to improve student learning outcomes.Significant Indigenous dates and events are recognised

and celebrated at Walla Walla Public School. OurAboriginal families are actively involved in supportingtheir children. Aboriginal students achievements arerecognised and celebrated, particularly at the NetworkProud and Deadly Awards. The PartnershipAgreement2010–2020 was co–signed between theDirector of Schools, the Principal and the local AECGPresident.

Multicultural and anti-racism education

Walla Walla Public School is committed to promotingequity and excellence. We provide learningexperiences and opportunities that enable all studentsto explore, learn, respect and appreciate the cultural,social and religious diversity of our nation. TheLearning Across the Curriculum content in the NSWSyllabuses for The Australian Curriculum is embeddedin all teaching and learning programs. Teaching andlearning activities enable students to developunderstanding of the cross–curriculum prioritiesincluding Asia and Australia's engagement with Asia,intercultural understanding, differences and diversity.They learn to value their own cultures, languages,beliefs and those of others as well as understandingand addressing the contemporary issues surroundingthese cross curriculum priorities. Students haveparticipated in Harmony Day activities with theWalbundrie Small Schools' Network and a study ofdifferent cultures around the world.


2018 walla walla public school annual report€¦ · introduction the annual report for 2018 is...

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