yamba public school annual report · yamba public school . annual report . 3533 . 2015 ....

Yamba Public School Annual Report

3533

2015

Introduction The Annual Report for 2015 is provided to the community of Yamba as an account of the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.

Mrs Diana Foley Principal

School contact details:

Yamba Public School

39 Angourie Road

Yamba 2464

www.yamba-p.schools.nsw.edu.au

[email protected]

Message from the Principal I am proud to be the new principal of Yamba Public School. The school is renowned for its sporting traditions, active community and strong academic programmes. Following the retirement of Principal, Sam Davison, Mrs. Debbie Woods relieved as principal throughout 2015. She led the school in areas of curriculum, professional learning and finance and set a strong platform upon which to build in the years to come. I also thank Mrs. Woods for her significant contribution to the writing of this report.

I look forward to working with this close knit community, the students and the staff to provide innovative twenty first century learning opportunities for the students of Yamba Public School.

Diana Foley

Principal

Message from the P & C At Yamba Public School we have a small but dedicated group of parents who support our school throughout the year in various ways – by volunteering in our canteen, helping out in classrooms and supporting fundraisers and school events which were held during the year.

In 2015 we held some great events at the school. These included discos which the students thoroughly enjoyed, Mother’s and Father’s Day stalls, Easter raffle and our major fundraiser for the year, our school fete!

We have been able to purchase much needed resources for the school, such as sports uniforms, a school representative flag and educational materials. The P&C funded the school’s subscription to Mathletics plus other important educational programs.

We have introduced a broad brim hat which is reversible and has the child’s school house team on the inside.

Lou Johnson

P & C President

School background

School vision statement

Yamba Public School will provide a supportive, challenging and inspiring learning environment where all students will be motivated to strive for excellence. We will promote opportunities for creativity, communication and collaboration that will enable students to be critical thinkers and responsible and productive citizens.

School context

Yamba is a popular holiday town situated in Northern NSW. It is at the mouth of the Clarence River and is well known as a surfing and fishing spot. The school has a current enrolment of 365 students, comprising 14 classes and an IO/IS unit. Our enrolments remain fairly stable throughout the year, with similar numbers of students leaving as new enrolments. Our students come from a wide range of socio-economic backgrounds and we have high expectations for all. Approximately 15 % of our students identify as Indigenous and we have a full time Aboriginal Education Officer (AEO). The 14 classroom teachers include three Assistant Principals; other staff include a non-teaching principal, reading recovery tutor, learning and support teacher, librarian and other support staff. Our students and staff are also assisted by Student Learning Support Officers. The current FOEI (socio-economic index) is 100, which is the state average. Our school is well designed and modern, on a large parcel of land, centrally located close to town and the local sporting facilities. The school has a reputation for high academic and sporting success, which is valued by our school community. One key focus has been the initiation of a Yaygirr language program. Our school has strong links with local community groups.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

O ur school undertook self-assessment using the elements of the School Excellence Framework. The school planning team have looked at and discussed our schools placement in terms of this framework as a base line and a tool for monitoring progress.

In the domain of Learning, we have focused on learning culture, curriculum and student performance measures. Teachers have provided relevant, challenging and engaging learning experiences, particularly in the areas of writing and numeracy, especially problem solving. The staff take collective responsibility for the students and work as a team for all students to achieve. This is reflected in student performance measures with a highlight being that over 50% of our Year 3 students achieved in the top two bands of NAPLAN.

In the Teaching domain, our major focus areas have been effective classroom practice and learning and development. Teachers have used their recent professional learning, particularly in the “Seven Steps to Writing Success” to develop high quality programs, using a range of strategies which are explicit and differentiated. K-2 use PLAN data to inform their teaching. Staff have worked with a teaching buddy to develop their Performance and Development Plans (PDP) , with a particular focus on literacy and numeracy. This has resulted in PDP’s which reflect a commitment towards developing teaching skills to improve student outcomes.

In the domain of Leading, our focus has been on leadership and school resources. The formation of a school planning team allowed for the development of these members as leaders. We also continued to be recognised by the community for our effective engagement with parents, local community groups and sporting groups in the area. A highlight for us was our 25th Anniversary Walk where our students re-enacted the walk from the old school to the new. Many ex-students attended and the local business waved the students on as they proudly represented the school. Our school community has worked very hard in the area of finance and the school greatly appreciates the contribution of the P&C, the local community and groups such as Lions, Rotary and View Club.

The development of our school plan has been a positive experience, with staff, parents and students valuing the opportunity into have an input into the future direction of our school.

Our self-assessment process will further assist the school to refine the strategic priorities in our school plan leading to further improvements in the delivery of education to our students.

Under a new principal in 2016, some elements of the school plan may be refined to facilitate the introduction of specific professional earning and programs to support students across the school.

Strategic Direction 1

Relevant, Challenging and Engaging Learning

Purpose

Delivering enhanced student learning experiences which develop the ability to think critically, creatively and courageously. This will empower students to be resilient and motivated learners.

Overall summary of progress

Our focus on writing has lifted the quality of writing with many students creating well structured, engaging and original texts. Teachers have a collective responsibility for student success and have motivated students to write regularly and take risks with being creative.

Explicit instructions in the use of Newman’s prompts have provided students with a scaffold for problem solving. They are now able to articulate the strategies they are using and why they have chosen these particular strategies. This is particularly evident in Stage 2 and 3.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

10% increase in the number of students in the top band for writing in NAPLAN. 10% in growth in writing form Year 3 to 5

In Year 3, we had 19.2% of our students in the top band for writing; up from 3.7%

In Year 5, we had 5.7% of our students in the top band for writing up; from 1.9%

10% increase in the number of students in the top band for numeracy in NAPLAN. 10% growth in numeracy from year 3 to 5

In Year 3, we had 26% of our students in the top band; up from 9.3.

In Year 5 we had 8.3% of students in the top bands which is a slight decrease from previous years.

Next steps

To build on our success in writing we will:

• continue to promote writing through the use of the “Seven Steps Strategies”, while making links to the NSW Literacy continuum so as to build a strong foundation of skills that enable students to use and understand the seven steps processes;

• introduce “I can” statements, for the “Aspects of Writing” from the Literacy Continuum, so that students may critically reflect on their learning, and recognise where to next in their learning. Success criteria and learning intentions will support this process;

• provide daily opportunities to write independently, using newly acquired skills; • utilise PLAN K-4 to track students’ progress and know where to next in teaching and learning; and • moderate writing samples to develop consistency in judgement regarding the markers on the

literacy continuum.

To build on our success in numeracy we will:

• develop a deeper understanding of the numeracy continuum and the skills students require in order to access the syllabus successfully;

• use learning intentions to assist in increasing growth from Years 3 to 5; and • continue to utilise Newman’s Error Analysis so that students can confidently apply a range of

strategies when working mathematically.


Innovative, explicit and differentiated teaching

Purpose

Developing high quality teaching programs that are underpinned by a strong evidence base. Teachers will be committed to collaborating and sharing innovative strategies to improve student outcomes.


Stage Two and Three teachers were trained in the “Seven Steps to writing Success” program. Most teachers use this as a tool to teach writing. Stage One teachers focused on the use of Newman’s prompts as a strategy for teaching problem solving.

The implementation of PDPs assisted the implementation of these targets across the school, with Stage One teachers buddying up with Stage Two and Three teachers for lesson observations and sharing of expertise. Teachers responded very positively to this collaboration and support.

As a result, professional learning was more relevant and plans were collaboratively developed with a strong commitment to improving pedagogy.




All staff will implement lessons based on innovative, explicit and differentiated teaching.

Student work samples taken from before and after the implementation of Seven Steps show development of more creative writing and the students writing brains. Teacher surveys indicated that staff believe the program is a worthwhile tool, with many strengths and they will continue to use it as a way to focus on writing. The use of teaching buddies developed collaborative PDP’s and provided peer feedback on explicit teaching.

S3000 (Prof. Learning) $1500 QTSS

90% of students able to make informed judgements about learning intentions, using the continuums.

Students and teachers in selected classes trialling the use of learning intentions and “I can “statements in writing. Students are learning to accurately identify their strengths and use the continuum as a means to plan future learning goals.

Students showing higher than expected growth on school based and external measures.

NAPLAN results for Year 3 were very promising with students performing above the state average and our Aboriginal students performing above the state average for all students in some areas.

Growth from Year 3 to 5 is not consistent across the cohort and varies for literacy and numeracy. Up to 39% of our students achieved below expected levels of growth from Years 3 to 5.

Next steps

To embed innovative practices and challenge ourselves with differentiated and explicit teaching programs we will:

• audit teaching programs to reflect the introduction of innovative practices and differentiated instruction & assessment;

• utilise PLAN data, K- 4, with an experienced colleagues supporting teachers to better understand the markers in PLAN;

• work collaboratively with students, families and colleagues to identify learning intentions and use success criteria to determine where to next in student learning; and

• participate in the North Coast Network Trial in the use of ‘learning maps’ (6 participating teachers). Collaborating with 9 school and the facilitators to develop student agency and a better understanding of how our students’ best learn and how teachers can better facilitate this.


Strengthening community collaboration and cultural awareness

Purpose

Strengthening established relationships with parents and broader community to further develop practises which reflect our shared vision.


In 2015, we introduced online communication. Our weekly newsletter was sent out via our website and social media. The introduction of a school Facebook page has proved popular, as has putting the newsletter regularly on the school website and/or emailing it home. This has seen a significant reduction in paper usage.

Our school has been involved in many local events including a choir at the “Surfing the Coldstream” festival, our captains reading at the local RSL ANZAC Day service and the introduction of a highly successful grandparents day.

Our SACRED committee (Aboriginal Education Committee) has overseen PLP’s for our Indigenous students and we have begun to introduce the Yaygirr language. This has been a little slower than expected due to staff changes and a lack of tutors but is something we are still working towards.




Analysing data for usage of website, and social media

An analysis of the usage shows that there has been a steady increase in the Facebook page and the website, with the number of views on the website showing more than a 100% increase in the number of views from December 2014- December 2015. A survey to parents did indicate that they would use a school app as a means of communication if it were available.

$1500

(Computer Coordinator)

Increasing parental involvement across the school including PLP’s , parents helpers, parent interviews and the P&C.

We have 50 parents who volunteer in the school on a regular basis, either in classrooms, canteen or P&C. 85% of our Indigenous parents attended interviews about their child’s PLP, and the rest were visited by our AEO.

Feedback from the community survey indicates satisfaction with school involvement.

A survey indicated that the majority of respondents were very happy with the school. They felt that the school was a welcoming and friendly place and that it had a high level of involvement with local community groups.

Next steps

• SACRED committee to continue to work on expanding the Yaygirr language program and implement a Connecting to Country program with Year 5 and 6; in partnership with the local Aboriginal Education Consultative Group.

• Class teachers utilising google apps; in particular Class Dojo and Class Story, as a means of home/ school communication.

• Revise PLP format and process for Indigenous students to reflect current needs and to ensure it is a useable, fluid document that can be passed on to subsequent teachers, including the high schools. Students and parents encouraged to identify social, academic and life goals in their plans.

• Include some parents in the learning maps trial, to deepen their understanding of how their children learn and how best they can support their child’s future learning.

Key initiatives and other school focus areas

This section includes: Key initiatives Aboriginal Education English Language Proficiency funding; low level adjustment for disability funding Supporting beginning teachers

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

All Aboriginal students have PLP’s. Employed aide to work with students of highest need (Year 2). These students have shown above expected growth in Literacy. An AEO is also employed at the school.

$10000

English language proficiency funding

Employment of EALD teacher one day a week to support 2 new students to learn English.

0.2 teacher time

Socio-economic funding

Additional Learning & Support teacher supported identified students, throughout the year. Standardised data indicated growth for all students involved.

$28000

Low level adjustment for disability funding

All students requiring adjustments and support are catered for within class programs or other school strategies. SLSO’s assist teachers and students to access the syllabus and engage in class programs. Employed additional Learning and Support Teacher one day per week, with target group.

$17000

Support for beginning teachers

Beginning teacher works in the support unit. Professional learning enhanced this teacher’s knowledge and expertise in special education.

$1000

Other school focus areas Impact achieved this year Resources (annual)

Other;

Quality Teachers, Successful Students

Teaching buddies, peer observations of class practice and feedback on explicit teaching led to collaborative planning and development of PDP’s.

$1500

Mandatory and optional reporting requirements

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Our school enrolment has remained quite steady over the past few years. We continue to have more boys than girls enrolled at the school.

Student attendance profile

School attendance is slightly better than the state average.

Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 11

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.8

School Counsellor 0.35

School Administrative & Support Staff 5.22

Other positions 2.424

Total 21.114

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The school employs any Aboriginal Education Officer. In addition to this, there is one indigenous teacher and two indigenous learning support officers in our school. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 1

Professional learning and teacher accreditation

Stage 2 and 3 teachers attended professional learning in the “Seven Steps to Writing Success”. In addition, 2 aspiring leaders attended leadership seminars to further develop their capacity as school leaders. Stage 1 and early stage 1 worked collaboratively to develop skills in teaching problem solving in Numeracy. Local professional learning was also held fortnightly at staff meetings.

A group of 6 teachers met each term to discuss accreditation matters and to support each other in logging their professional learning and gather evidence for the maintenance of proficient level.

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2009 2010 2011 2012 2013 2014 2015

Stud

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Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015K 93.7 94.1 93.3 95.1 94.2 94.11 94.9 92.6 95.0 94.1 92.8 93.72 93.8 92.3 93.0 93.7 93.0 94.13 93.4 94.6 91.1 94.6 93.3 95.14 91.6 93.8 93.9 93.9 94.0 96.05 92.8 93.4 93.5 94.6 92.8 91.96 92.3 92.5 90.1 92.7 92.8 94.1

Total 93.2 93.3 92.7 94.1 93.2 94.3K 94.7 94.7 94.3 95.0 95.2 94.41 94.2 94.2 93.9 94.5 94.7 93.82 94.4 94.2 94.2 94.7 94.9 94.03 94.5 94.4 94.4 94.8 95.0 94.14 94.5 94.3 94.3 94.7 94.9 94.05 94.4 94.2 94.2 94.5 94.8 94.06 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Stat

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Financial information Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $ Balance brought forward 38597.96 Global funds 274632.01 Tied funds 288092.06 School & community sources 109377.46 Interest 3521.490 Trust receipts 11424.40 Canteen 0.00 Total income 725645.38

Expenditure Teaching & learning

Key learning areas 27363.67 Excursions 38497.40 Extracurricular dissections 48288.68

Library 2040.34 Training & development 1323.67 Tied funds 222596.25 Casual relief teachers 85991.76 Administration & office 64079.45 School-operated canteen 0.00 Utilities 49414.89 Maintenance 12769.90 Trust accounts 5292.60 Capital programs 0.00 Total expenditure 557658.61 Balance carried forward 167986.77

School performance School-based assessment

Kindergarten Best Start assessment is carried out in the first weeks of school to determine students strengths and a base line for their future learning. Teachers in K – Year 2 utilise PLAN to track student progress.

Teachers, across the school use regular school wide assessment tasks to track student progress.

In line with the new syllabus documents, teachers are investigating assessment for, of and as learning strategies to incorporate into their assessment repertoire.

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

NAPLAN - Literacy

Students in Year 3 performed well in all aspects of literacy, with a high proportion of students achieving higher than the state average.

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Bands

Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2011-2015State DoE % in Bands 2015

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Bands

Percentage in bands: Year 3 Writing


The Literacy performance of students in Year 5 was not as strong as Year 3; with a significant number of students below state average.

The average progress from year 3 to 5 has continued to be strong in reading, but Writing continues to be our challenge. This will continue to be a focus area next year.

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Percentage in bands: Year 3 Spelling


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Percentage in bands: Year 3 Grammar & Punctuation


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Percentage in bands: Year 5 Reading


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Percentage in bands: Year 5 Writing


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Percentage in bands: Year 5 Spelling


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Percentage in bands: Year 5 Grammar & Punctuation


NAPLAN - Numeracy

Numeracy results are strong for both year 3 and 5, with fewer students in the lower bands, than across the state.

Numeracy progress from year 3 to 5 is higher than across the state.

Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses were very positive, with parents particularly valuing our sporting programs and sense of community.

Policy requirements

Aboriginal education

After the resignation of our Aboriginal Education Officer (AEO), Hughie Stanley relieved in the position throughout term 3 and 4, before being appointed to the role late in term 4. The school has a strong Aboriginal Education committee and is involved with the local AECG.

Multicultural Education and Anti-racism

The school celebrates difference and encourages diversity and tolerance. A new Anti-racism offer will be trained in 2016.

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2009-20112010-20122011-20132012-20142013-2015

Prog

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Average progress in Reading between

Year 3 and 5

School State DoE

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2011-2013 2012-2014 2013-2015

Prog

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Average progress in Writing between Year 3 and 5

School State DoE

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Percentage in bands: Year 3 Numeracy


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Percentage in bands: Year 5 Numeracy


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Average progress in Numeracy between Year 3 and 5

School State DoE

Other school programs

Sports

All students had numerous opportunities to develop their sporting skills in a wide variety of individual and team sports. The school continued to have many successes on the sporting field locally, regionally and at a state level.

In state knockouts, teams were entered in touch, soccer, netball, rugby union and AFL. All teams won several games with both the boys and girls soccer teams making it to the regional finals.

Throughout the year many children attended Northern Rivers trials in team sports with more than 50 children gaining selection. We had children selected in netball, AFL, rugby league, rugby union, soccer, basketball, cricket and touch. Eight children went on to be selected in various North Coast teams that competed at state carnivals.

In the local sport we took part in gala days in; tennis, AFL, basketball, rugby union, cricket and touch. These days allow a greater number of children to develop their skills and fitness and to play for fun in a semi competitive environment. Our rugby sevens made it to the North Coast quarter final while both our boys and girls AFL (Paul Kelly Cup) teams were Lower Clarence champions for the 6th year running. The boys team were later defeated in the North Coast finals while the girls team went on to finish equal 3rd in the state.

In weekly sport Stage 1 continued their program that focussed on fundamental skill development. Stages 2 and 3’s program included, gymnastics, Zumba and the inclusion of activities based at the Raymond Laurie Sports Centre. Children also participated in various coaching clinics throughout the year such as AFL, rugby union and league. There were several that focussed on developing stage 1 students, especially the rugby league where there was a definite link with other Key Learning Areas.

The year wrapped up with an intensive 2 week swim and survival program which involved many staff and 160 children from K-2 as well as approximately 70 children from Years 3 – 6.

During the year there were the 3 carnivals; swimming, athletics and cross country. Yamba swimmers dominated the Northern Rivers

Carnival where we won 3 relays and filled the minor places in the other two. More than 20 students represented us at the North Coast carnival from which 5 then went on to compete at the state carnal in stroke and relay events.

In Term 2, we ran a daily fitness program, which encouraged a more active and healthy lifestyle in all children. As part of this program we ran a successful K-6 Cross Country Carnival. At the Northern Rivers Carnival 5 children qualified for the North Coast Carnival. One student qualified and took part in the State Carnival where he performed admirably.

In athletics, children took part in skill based lessons during their stage sports program with the focus on skills associated with field events. At our Athletics Carnival 9 new records were set. At the Northern Rivers Carnival 20 children went on to represent us at the North Coast Carnival. After winning junior championship one child then went on to compete at the state carnival in three events. She finished 4th in the state in high jump.

Live Life Well

Our school has been implementing the Live Life Well @ School program for several years to take a whole of school approach to the nutrition and physical activity of our children. This has included:

School Community Partnerships:

• Encouraging active transport

• The school newsletter promotes healthy eating, physical activity and limiting small screen recreation

• Parents and/ or local sports groups are invited to participate in healthy food preparation or sports events

School Ethos & Environment:

• School has promoted nutrition campaigns such as “Fruit & Veg Month”, “Crunch & Sip®” or “Go for 2 & 5”

• Our students joined nearly 10 000 other students in Northern NSW for the Big Vegie Crunch.

• We have edible or kitchen gardens that help to reinforce healthy eating to students.

• We have painted new playground markings and sports equipment is available at recess and lunch.

• Our school canteen is compliant with the Nutrition in Schools Policy / Fresh Tastes @ School. Healthy food is provided at school functions.

Teaching & Learning:

• Students learn about healthy eating and physical activity.

• Students participate in hands on nutrition learning experiences.

• Food, physical activity or PE related topics are linked across the KLAs or canteen.

• Students are involved in 150 minutes of physical activity a week and fundamental Movement Skills taught in all years.

Spelling Bee

Students in stages 2 and 3 participated in the Premier’s Spelling Bee. This year students sat a spelling assessment appropriate to their stage of schooling. The students with the 8 highest scores went on to participate in a traditional spelling Bee competition where they performed in front of their peers.

Students to be selected for the school final:

Stage 2: Lucas Becker and Ryder Keeble.

Stage 3: Paige Ellis and Sophie Jillett.

The two winning students from each final went on to compete at a regional final held at Maclean Public School. Sophie Jillett won the regional final and went through to the state final held in Sydney during November, gaining 30th place. She is to be congratulated for her efforts and she became the first student from Yamba Public School to reach the highest level of this competition.

University of NSW Competitions

Each year, Yamba Public School primary students have the opportunity to enter International Competitions and Assessments for Schools run by the University of New South Wales. Students compete against their peers from 20 other countries in Computer Education, Science, Writing, Spelling, English and Mathematics. In 2015 year 2 was included in the UNSW global competitions, being eligible to compete in both English and Maths.

All students who compete are issued with certificates for their participation and an analysis of their answers. Those who attain a high level are awarded certificates according to their achievement level.

In 2015, Yamba Public School had 59 entries across the six tests. Our students achieved 1 merit, 21 credits, 8 distinctions and 1 high distinction.

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