marulan public school annual report and surrounding properties .the school has a strong emphasis on...

Marulan Public SchoolAnnual Report

2016

2496

Printed on: 7 May, 2017 of 14 Marulan Public School 2496 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Marulan as an account of the school's operations andachievements 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.

Marianne Powles

Principal

School contact details

Marulan Public School63 George StMarulan, 2579www.marulan-p.schools.nsw.edu.aumarulan-p.school@det.nsw.edu.au4841 1573

Message from the Principal

2016 has been a year of significant growth and change at Marulan Public School. We identified five pillars of learning –Creativity, Curiosity, Communication, Collaboration and Critical Thinking and made these the basis of our schoolprograms. We worked with Kids Matter to build a culture of inclusion and respect and with the help of a Fair Educationgrant began working on our Community Classroom project. Through this project we hope to build partnerships with ourparent community to better meet the needs of each individual student.

Staff worked hard as a highly collaborative team to continue to reflect on practice and programs to ensure that the qualityof teaching and learning at Marulan Public School is the best it can be.


School background

School vision statement

Marulan Public School provides a stable environment that has high expectations of all individuals in our schoolcommunity.

All students are supported emotionally, physically and academically to achieve their best in a safe and caring communityenvironment.

School context

Marulan Public School is a small rural school with 5 classes and a teaching principal. Students come from the village ofMarulan and surrounding properties .The school has a strong emphasis on community participation and shared values.There is a strong music and performing arts tradition and a reputation for significant success in sport. There areprograms in place to support students with learning needs and to extend and challenge individuals who demonstrateparticular interests and aptitudes.

Marulan Public School has strong relationships with the Goulburn Community of Public Schools and the SouthernTablelands Small Schools Group.

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 has made significant progress over the year, moving from 'delivering' in 2015 to'sustaining and growing' in 2016 for Learning Culture and Assessment and reporting. Improvements in practice shouldsee a movement towards 'sustaining and growing' in Wellbeing and Curriculum over coming years.

In the domain of Teaching, the school is now 'sustaining and growing' in Effective Classroom Practice, CollaborativePractice and Learning and Development. New whole school systems have been introduced so that we are now'delivering' in the important area of Data Skills and Use.

Marulan Public School continues to deliver strong leadership and we are now at the 'sustaining and growing' level inSchool Planning, Implementation and Reporting, use of School Resources and Management Practices and Processes.This represents a significant improvement in this area from the previous self–assessment in 2015.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Developing inclusive programs through which all students are engaged and motivated to enjoy learning in a safe,respectful and responsible environment.

Purpose

To give all students a strong sense of belonging and opportunities to contribute in the school community. Students learnas individuals with their strengths and needs recognised, and the understanding that they and others have the right tolearn.

To give all students opportunities to become:

–successful learners

– confident and creative individuals

– active and informed citizens,

according to the principles of the Melbourne Declaration on Educational Goals for Young Australians.

Overall summary of progress

There were significant improvements in student engagement and academic success during 2016. Of particular note,there was a clear increase in the numbers of students achieving proficiency in NAPLAN across Years 3 and 5 in allsubjects. There was also a clear improvement in engagement and motivation evident in classrooms, with those studentswith high support needs beginning to reach personal goals.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

•Improvements in literacy andnumeracy attainment asdemonstrated by PLAN data,SMART Data and school basedassessment including an *%increase in the number ofstudents in the top two bands •Increase in school enrolmentsand attendance •Increased progress for studentswith high support needs asmeasured using PLAST data •Increased progress towardsindividual learning goals informedby Personal Learning Plans for allAboriginal Students

2016 NAPLAN results showed significantImprovements in literacy and numeracy attainmentincluding an increase in the number of students atproficiency in both Year 3 and Year 5 in everysubject other than Year 5 Grammar andPunctuation. This includes an increase from

15% – 29% in Y3 Reading

15% – 43% in Y3 Writing

23% – 24% in Y3 Spelling

23% – 48% in Y3 Grammar and Punctuation

15% – 19% in Y3 Numeracy

15% – 27% in Y5 Reading

0% – 9% in Y5 Writing

15% – 27% in Y5 Spelling

0% – 27% in Year 5 Numeracy

There was a fall from 25% – 9% in Year 5 Grammarand Punctuation. •There was an increase in enrolments from 102 in2015 to 118 in 2016. Attendance has stayed steadyat 94% across all years for the last 4 years.

20000

20000





•Improvements in literacy andnumeracy attainment asdemonstrated by PLAN data,SMART Data and school basedassessment including an *%increase in the number ofstudents in the top two bands •Increase in school enrolmentsand attendance •Increased progress for studentswith high support needs asmeasured using PLAST data •Increased progress towardsindividual learning goals informedby Personal Learning Plans for allAboriginal Students

•Learning and support programs provided forstudents with high support needs in literacy,numeracy and emotional regulation. Significantimprovements in learning and engagementobserved for targeted students measured byprogress towards Individualised Learning Goals. •All Aboriginal students and their families involved inPersonal Learning Plan development and review.

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Next Steps

The nest steps towards meeting the goals of the school plan include increasing opportunities for the highest achievingstudents as well as an increased focus on the aspirations and goals of our Aboriginal students.



Valuing all staff and building a school culture that acknowledges contribution, builds capacity and promotes highexpectations.

Purpose

To enhance student outcomes by developing the skills, attitudes, motivation and practices of the staff. When the staffwork together with high expectations and a shared understanding of goals we will all learn and prosper.

In line with the Great Teaching Inspired Learning reform, teachers need to be ‘developed, supported and rewarded tocreate the inspired learning that will develop lifelong capacities in students.

Teachers need the capabilities to collaborate with and learn from others, assess their own practice and respond tofeedback, and leverage technology to improve student learning.’


During the year, the staff began to develop genuinely collaborative professional relationships that fostered each teacher'sprofessional development as well as building a culture of shared practice. Formal and informal observations, reflectionand shared programming and assessment have become standard practice in the school as all teachers and support staffstrive towards excellence in teaching and learning.




•All teachers becoming accreditedwith a high proportion accreditedat Highly Accomplished level

Professional Learning targeted at accreditation forall teachers and beginning teachers mentored inevidence collection for accreditation.

6000

•Quality Teaching principles andresearch based best practicevisibly embedded in allclassrooms

Ongoing professional learning in Language,Learning and Literacy, Mathematics Building Blocksfor Numeracy as well as staff collaboration andmentoring (within the school and with staff fromother GCOPS schools) to ensure quality teachingacross all classrooms.

10000

Next Steps

We now need to formalise the culture of reflection and collaboration through all teachers completing the accreditationprocess.



Building reciprocal relationships with the community by involving community members and incorporating communityvalues in school programs.

Purpose

To create a safe and supportive environment for students by building a strong and cohesive community, within andbeyond the school gates. The community is invested in the school and the students care about the community and town.

As the Local Schools, Local Decisions reform states: ‘Strong partnerships between the school, its teachers and theparent community make a positive contribution to student learning. With increased local decision making in schools, thesignificance o fparent and community engagement will also increase.’


Over 2016 there was some improvement in the relationships between the school staff, the parent community and thewider Marulan community. Ongoing participation in community events and efforts to welcome parents and communityinto the school have begun to see some evidence of change.




•Measurable improvement instudent engagement, wellbeingand learning.

•Increased communityparticipation in school eventssuch as assemblies,grandparents’ day, educationweek, mini fete.

•Increased student participation incommunity events such as AnzacDay, Australia Day, Christmasmarkets.

•Increase in positive communityfeedback about the school asmeasured through focus groups,surveys and informal discussion

Staff and parents continued to train and implementthe Kids Matter framework across the school.

There was an increase in enrolments and steadyattendance over the school year. The modificationof the PBL rewards system led to increasedengagement of most students.

Significant increase in the number of parentsattending P&C meetings and school events.

Students participated in community events such asMarulan Australia Day and the Marulan KiteFestival in increased numbers.

Focus groups and informal discussions suggest agradual increase in confidence in the school and anincreased willingness to engage with school staff.

2000

Next Steps


Through the implementation of the Fair Education project it is hoped that community engagement will increase further asbarriers to engagement are removed and community relationships and trust continue to grow.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 64 49 50 58

Girls 48 38 52 61

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.8 97.5 96.7 97.1

1 92.5 93.8 95.8 94.9

2 96.5 90 95.8 95.1

3 94.1 96.7 94.1 94.1

4 93.1 96.5 97.5 93.2

5 95.9 97.3 95.1 96.1

6 96.3 96.6 96.8 93.6

All Years 94.8 95.4 95.8 94.6

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

While overall attendance is good, we do have somefamilies whose pattern of non attendance is of concern.This is managed by following up promptly at the schoollevel and engaging the assistance of the Home SchoolLiaison Officer when required.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 0

Classroom Teacher(s) 4.41

Learning and Support Teacher(s) 0.3

Teacher Librarian 0.2

School Administration & SupportStaff

1.63

Other Positions 0.04

*Full Time Equivalent

None of the staff of the school identify as Aboriginal orTorres Strait Islander.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 83

Postgraduate degree 17

Professional learning and teacher accreditation

During 2016, teachers participated in professionallearning in Language, Literacy and Learning, Focus onReading, Mathematics Building Blocks for Numeracy,Operation Art, Kids Matter and Trauma informedpractice. One beginning teacher is working towardsaccreditation in 2017 and all pre–2004 teaching staffare working towards accreditation by 2018.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.


Income $

Balance brought forward 61 178.03

Global funds 109 168.37

Tied funds 96 242.57

School & community sources 99 795.27

Interest 1 141.86

Trust receipts 2 857.75

Canteen 0.00

Total income 370 383.85

Expenditure

Teaching & learning

Key learning areas 16 453.20

Excursions 7 966.48

Extracurricular dissections 29 453.13

Library 907.03

Training & development 2 826.18

Tied funds 109 460.68

Short term relief 10 995.70

Administration & office 54 352.71

School-operated canteen 0.00

Utilities 22 604.91

Maintenance 13 420.87

Trust accounts 2 815.75

Capital programs 36 000.00

Total expenditure 307 256.64

Balance carried forward 63 127.21

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 skills and understandings demonstrated in these assessments.

In 2016 there was a decrease in the number ofstudents below minimum standard in Spelling, Writingand Grammar and Punctuation in Year 3 and 5 nostudents in Year 5 who were below national minimum

standard in Reading, Spelling and Grammar andPunctuation in Year 5.

There was an increase in the number of students atproficiency in Year 3 and 5 in Reading, Writing, Spellingand in Year 3 Grammar and Punctuation. In most casesthis was an increase of greater than 8%, the premier'spriority.

Average scaled growth was above state average inWriting, Spelling and Grammar and Punctuation –significantly above state average in Spelling andGrammar and Punctuation between Year 3 and Year 5.


The number of students below national minimumstandard in numeracy was very low – 5% in Year 3and 0% in Years 5 and 7. This was a significantdecrease from the previous year.

The number of students at proficiency in numeracy hadincreased across all year groups, including an increasefrom 0% in Year 5 in 2015 to 27% in 2016.

Average Growth in numeracy from Year 3 to Year 5was significantly below state average and this willbecome a focus area for staff and student learning in2017.


There was a greater than 8% increase in the number ofstudents in the top two bands in Year 3 Reading,Writing and Grammar and Punctuation. There was agreater than 8% increase in the number of students inthe top two bands in Year 5 Reading, Writing, Spellingand Numeracy.

There were not enough Aboriginal students in eachcohort to report on progress towards the premier'spriority of a 30% increase in the number of students inthe top two bands.

Parent/caregiver, student, teachersatisfaction

In 2016 the school participated in the Tell Them FromMe survey. The Partners in Learning survey indicated ahigh level of parent satisfaction with learning support inthe home and satisfaction with the levels of homework.Areas for continued development includecommunication between school and home andinclusivity at school.

Policy requirements

Aboriginal education

In 2016, Aboriginal and Torres Strait Islander historyand perspectives were explored in class programs. Allteachers actively seek to honour Aboriginalperspectives across the curriculum, particularly inEnglish, History and Geography.

Students from Aboriginal and Torres Strait Islanderbackgrounds are supported in their learning through thedevelopment of Personal Learning Plans in consultationwith families, community and other stakeholders.

Several of our Aboriginal students participated inliteracy and numeracy support programs includingMultiLit.. Several of our Aboriginal students participatedin creative arts programs, debating and representativesporting opportunities.

Multicultural and anti-racism education

Multicultural perspectives are incorporated into allteaching and learning programs across the curriculum.Diversity is celebrated in the school on a daily basisand through specific events such as Harmony Day, theCWA countries project and the annual mini fete. .

At the beginning of 2016 the school appointed a newAntiRacism Contact Officer to prevent and manageracism in the school. As part of our Positive Behaviourfor Learning program, students and staff areencouraged to be respectful of all others and tocelebrate diversity.

Other school programs

During 2016, the school continued to expand its Codingand Robotics program and extended its Creative andPerforming Arts opportunities to include an originalwhole school musical production, performed in Term 3.We began work on our Community Classroom projectand continued our Genius Hour project based learningprogram. Senior students participated in debating and


we were successful in winning the Southern TablelandsJunior Chess Championship. Students participated ininterschool soccer, hockey and netball gala days aswell as having representatives at a regional level inSwimming, Athletics, Cross Country, Rugby andSoccer.


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