2016 freemans reach public school annual report · freemans reach public school annual report 2016...

Freemans Reach Public SchoolAnnual Report

2016

1944

Printed on: 28 March, 2017 of 14 Freemans Reach Public School 1944 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Freemans Reach Public School as an account of theschool'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 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.

Cheryl Walker

Principal

School contact details

Freemans Reach Public School395 Kurmond RoadFreemans Reach, 2756www.freemanrch-p.schools.nsw.edu.aufreemanrch-p.School@det.nsw.edu.au4579 6146


School background

School vision statement

Freemans Reach Public School is in its 149th year of providing quality education to the students of Freemans Reach.

Since 1867 the school moto has been “Growth” and it is this message which lays the foundation for this school plan. It isevidence of growth that is intended and expected.

Student growth

Staff growth

Community growth

School growth

Personal growth

Professional growth

Within this school plan there are opportunities for each and every member of the community to experience growth andstrive for better things.

The growth and development of all stakeholders is achievable, encouraged and promoted through this school plan.

School context

Freemans Reach Public School is a welcoming school situated in a rural setting above the Hawkesbury River nearWindsor. The school takes great pride in providing a safe and highly educational environment for each student to exploretheir learning potential.

The school is well known for its academic focus, extensive opportunities in extra curricula activities and strongcommunity involvement. The school continues to increase its’ interactive technology resources embedding them withinall key learning areas.

This school has strong links to the local community of schools. Hawkesbury High School is situated next door and bothschools always seek ways to work together.

The school student population includes a small indigenous community (8%) and there are a number of students with alanguage background other than English (10.8%) mostly Maltese.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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.

Staff meetings were conducted using the self-assessment surveys. Each staff member was involved in the process ofdetermining in each of the domains where the school was situated in terms of the statements. Small focus groups gavetheir findings after critical discussions about each statement.

In the domain of Learning, our focus has been on Student Well Being, Curriculum and Learning. The school recognisesthe important link between positive student well-being programs and improved engagement and success in theclassroom. The staff have developed quality teaching and learning programs across all Key Learning Areas, with anemphasis on implementing the new syllabus documents. Attention to individual learning needs has been another focusthroughout the year. Students with high learning needs are being identified early and intervention programs researchedand implemented to support these students in every classroom every day. Personal Learning plans have been written foridentified students and all students identified as Aboriginal.

In the domain of Teaching, the school focused on collaborative practices for staff members. Important opportunities havebeen provided to staff members for planning, professional dialogue and teaching through grade planning days,participation in the Performance and Development Framework and networking with schools of the learning community.The school prioritised professional learning in PDHPE through connections with Live Life Well At School, including theFundamental Movement Skills program.

In the domain of Leading, the school has focused on Leadership and Management, and Practices and Processes. With ayear of changing Principals, it was essential to establish strong and effective leadership. we ensured that all operationalsystems and practices were in place and ensured that the new LMBR finance and well being software was implementedsuccessfully via effective professional learning. A further focus was on up skilling aspiring leaders to apply forpromotional positions in the future with strong effective CVs and confident interview skills.

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

Positive Learning

Purpose

In order for each student to achieve their potential the school needs to engage in quality teaching practices.

Quality programs will be implemented throughout the school from Kindergarten to Year 6 with an emphasis onengagement and catering for students’ individual needs.

The parent body will be frequently informed and encouraged to become involved in the programs that the teaching staffare employing.

Overall summary of progress

The school continues to actively promote a positive learning environment and facilities for students by implementingresearched-based programs such as TENS, TOWN and Jolly Phonics. The staff have revisited these programs to refreshtheir knowledge and passion for the content and strategies implemented. Targeted students in Stages 2 and 3 wereoffered extension English and Mathematics classes throughout Term 4, focusing on comprehension and problem solvingskills. Students and parents were extremely positive about the experience and keen to see it continued in 2017. Aproject-based learning group was also established which culminated in an interactive presentation to parents showcasingeach child's individual learning. Again, this was highly successful and positively received. All students were activelyengaged. Additional resources were purchased, such as a library circulation desk, a class set of Chrome books with amobile charging trolley and additional home readers for K-2. Staff reformatted the student reports issued to parents,ensuring they were easier to use for teachers.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

•Improved NAPLAN results-Increased percentage of studentsshowing growth in literacy andnumeracy from Year 3 to Year 5(expected growth or better) and Increase in the number ofstudents performing in the top bands in NAPLAN

Freemans Reach PS is continuing to work towardsimproved NAPLAN results in Literacy andNumeracy as demonstrated in growth from Yr 3 toYr 5. The number of students achieving greaterthan or equal to expected growth in Readingincreased from 42.8% in 2015 to 58.8% in 2016. The number of students achieving greater than orequal to expected growth in Grammar andPunctuation increased from 39.1% in 2015 to 50%in 2016. The number of Year 5 students achievingin the top 2 bands of Numeracy has increased from13.8% in 2014 to 16.7% in 2016

SLSO intervention foridentified students

$5341 English LanguageProficiency

$13584 Low LevelAdjustment for Disability

$8382 AboriginalBackground

•Improved results in numeracy-75% of all Year 2 students to be“counting on and back”

At the end of 2016, 91% of Year 2 studentsachieved 'Counting on and back" on the numeracycontinuum.

SLSO Intervention foridentified students

Next Steps

Throughout 2017, the school will continue to focus on high quality, research-based programs for students, includingprograms from the Multi Lit suite, L3, Reading Recovery and those already implemented within the school. The schoolwill investigate future focused learning including the changing pedagogies and classroom furniture and design. Theschool will also investigate more targeted opportunities for gifted and talented students. 2017 will see the implementationof a whole school tracking system of school-based assessment data and using that data to inform teaching and learningprograms. Professional Learning for teachers will be targeted to Writing skills for students and Creative and CriticalThinking Skills for students.



Positive Student Welfare and Involvement

Purpose

In order to develop students who will positively contribute to the school and wider community, the school will instil theschool’s expectations of responsibility, respect and safety.

This ensures a positive and safe environment for all school community members.


Each term the classes are presented with targeted Student Welfare programs, including Anti Bullying skills, ChildProtection and Personal Safety. A large number of extra-curricular opportunities are presented to students withincreasing numbers of students seeking to be involved. Many students are successful in gaining placement in theHawkesbury Creative Arts and Enrichment programs offered in Term 2 and there was extensive positive feed back forthe in-school enrichment and extension program piloted in Term 4 in Literacy, Numeracy and Project-Based Learning forstudents in Stages 2 and 3. The school continues to implement and refine its systems of student recognition andachievement through the use of Good Kid Awards, Playground awards, White Merit Awards and class-based incentives.Students who struggle to form and maintain friendly relationships are offered places in social skills programs operating inclass break times and preparations are well underway to construct a 'yarning circle' where students can simply sit andconnect with others.




Reduction of behaviour referralsand increased volume of studentsachieving Bronze, Silver andGold level awards

Freemans Reach Public School has irregularinstances of behaviour referrals. Most are for poordecision making skills and/or impulsivebehaviour. Most students are committed to earningbronze, silver and gold certificates and areexperiencing success from Kindergarten through toYear 6.

•Decrease in number of reportedincidences of bullying

During 2016 there were minimal instances reportedof bullying behaviour. Students are developing theirresilience skills and a culture of positiverelationships is being encouraged. Students withmore social skills have been directed into peer playprograms at recess to improve the skills they use torelate to others.

SLSO timetableincorporates the peer playprogram at lunch time.

$1200 was spent from agrant application to provideadditional resources for thepeer play program.

Next Steps

In 2017 the school will train teachers in the Peer Support program ad implement this with all students K-6. Schoolprocedure documents will be established for the running of the SRC, Student Leadership and Student Recognition. Theyarning circle will be completed. School communication assemblies will be minimised to promote more active time in theclassroom. The school will continue to offer students innovative and engaging opportunities to be involved in extra-curricular activities where they will form positive bonds with their peers.



Strong Community Connection

Purpose

In order to promotepartnerships with students, staff, parents and the wider community, the schoolwill work collaborativelywith the Hawkesbury Learning Community.

The school will develop positive relationshipswith stake holders in the local area and strengthen connections withorganisations and institutions thatwill enhance the opportunities of learners to aspire to achieve their personalbest withconfidence and build a sense of pride in the Hawkesbury.


The school has strengthened its relationship with Hawkesbury High School and the local pre-schools to provide a solidbase for student transition. The school plays an active role in the Hawkesbury Learning Community through jointventures such as the Young Writers Challenge, The Lawrence Hargraves maths challenge, Hawkesbury enrichmentopportunities, sporting opportunities and open days. Specific links have been promoted with the CAPA faculty at the highschool with several primary school students now attending music lessons and drama skills lessons before school at thehigh school with their staff. This school has been able to support the high school by accommodating Duke of Edinburghcommunity service placements with our younger learners and the sharing of sporting and ground facilities.




•Increased transition opportunitiesfor students (Pre-School and intoYear 7)

The school is strengthening its relationship withlocal preschools and Hawkesbury High School byuse of regular communication face to face, alongwith emails and newsletters. There is an increase inthe sharing of school resources and facilities withthe high school. Students work together across ethcommunity tom participate in combined schoolinitiatives. The preschool children were invited toattend several school events throughout the year toincrease their familiarity with the setting.

Time to make personalvisits to the centres

Increased relationships withoutside organisations

The school has developed deeper relationshipswith schools within and outside the local learningcommunity through participation in professionallearning opportunities. The school has maintained acommunity use agreement with a local karategroups to use the hall throughout the week. Outsideorganisations have been welcomed to placecommunity advertisements in the school newsletter.

•Greater participation of parents inschool activities

2016 was a Spring Fair for Freemans Reach PSand its P&C Association. This was a hugecommitment for all families and was an enormousteam effort. Regular events at the school were alsowell supported by parents and communitymembers.

Next Steps

In 2017, teachers from across the community of schools will share in professional learning opportunities such asdeveloping Writing Skills and Creative and Critical Thinking skills. The school will continue to develop transitionopportunities for students moving into Kindergarten and Yr 7. The principal will continue to strengthen the relationshipbetween the community of schools by attending the termly learning community meetings and taking an active role in itsfuture directions.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All Aboriginal and Torres Strait Islanderstudents have PLPs written for them and areregularly reviewed. Class programsincorporate Aboriginal perspectives acrossmany units of work, particularly in the area ofHistory, Geography and English. Identifiedstudents receive extra assistance in theclassroom for Literacy and Numeracy bySLSO.

$8382 AboriginalBackground Loading (RAM)


• Aboriginal backgroundloading ($8 382.00)

English language proficiency Specialised in-class support for targetedstudents in Literacy and Numeracy providedby SLSO. This support provided skills andconfidence to students, enabling them tomake improvements in academicachievement.

$5341 English LanguageProficiency (RAM)


• English languageproficiency ($5 341.00)

Low level adjustment for disability Specialised in-class support for targetedstudents in Literacy and Numeracy providedby SLSO. This support provided skills andconfidence to students, enabling them tomake improvements in academicachievement.

$13584 Flexile componentof Low Level Adjustment forDisability (RAM)


• Low level adjustment fordisability ($13 584.00)

Quality Teaching, SuccessfulStudents (QTSS)

All teaching staff were supported with theirPersonal Development Plans to achieve theirown learning and professional goals. Peerobservations were made and discussed. Theexecutive worked together with staff toevaluate the school year according to theSEF and to undertake organisational planningfor 2017.

0.07 FTE Staffing Allocation($7110) • Quality Teaching,Successful Students(QTSS) ($7 110.00)

Socio-economic background Specialised in-class support for targetedstudents in Literacy and Numeracy providedby SLSO. This support provided skills andconfidence to students, enabling them tomake improvements in academicachievement.

$40,216 Low SocioEconomic Background(RAM) • Socio-economicbackground ($40 216.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 100 96 98 107

Girls 100 94 85 82

Enrolments at Freemans Reach Public School haveremained fairly steady at 8 classes.

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.4 93.9 96.5 94.7

1 94.7 94 93.4 95

2 95.5 94.9 94.3 94.4

3 93.1 96.8 93.9 95.7

4 96 92.4 93.6 94.8

5 93.8 94.4 91.9 93.9

6 92.4 92.8 93.9 92.1

All Years 94.4 94.1 93.9 94.5

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

Average attendance rates for all grades remain steadyand positive.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 6.64

Teacher of Reading Recovery 0.5

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.4

School Administration & SupportStaff

2.02

Other Positions 0.07

Freemans Reach Public School has no Aboriginal staffmembers.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 16

Professional learning and teacher accreditation

Significant professional learning has been delivered viaboth internal and external providers to improve teacherquality. Focus areas have included mandatorycompliance training, Literacy and Numeracy, ICT, BoysEducation strategies, LMBR implementation and otherareas identified by teachers through professionaldevelopment plans. During 2016, one teacher achievedproficiency in the teacher accreditation process, takingthe total of accredited staff to 2.


Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Income $

Balance brought forward 160 459.00

Global funds 127 922.00

Tied funds 131 786.00

School & community sources 66 794.00

Interest 2 091.00

Trust receipts 582.00

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 4 699.00

Excursions 12 590.00

Extracurricular dissections 17 709.00

Library 5 065.00

Training & development 365.00

Tied funds 60 013.00

Short term relief 17 412.00

Administration & office 20 773.00

School-operated canteen 0.00

Utilities 14 860.00

Maintenance 13 418.00

Trust accounts 5 021.00

Capital programs 44 306.00

Total expenditure 0.00

Balance carried forward 0.00

2016 Actual($)

Opening Balance 0

Revenue 301 150

(2a) Appropriation 265 692

(2b) Sale of Goods and Services 339

(2c) Grants and Contributions 34 758

(2e) Gain and Loss 0

(2f) Other Revenue 0

(2d) Investment Income 360

Expenses -98 150

Recurrent Expenses -98 150

(3a) Employee Related -40 612

(3b) Operating Expenses -57 537

Capital Expenses 0

(3c) Employee Related 0

(3d) Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

202 999

Balance Carried Forward 202 999

2016 Actual($)

Base Total 1 397 221

Base Per Capita 9 864

Base Location 0

Other Base 1 387 356

Equity Total 138 938

Equity Aboriginal 8 382

Equity Socio economic 40 216

Equity Language 5 341

Equity Disability 84 998

Targeted Total 25 170

Other Total 60 878

Grand Total 1 622 208


School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments. The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


Parent/caregiver, student, teachersatisfaction

In 2016 the school sought feedback from parents,students and teachers about the school using the TellThem From Me survey suite. The survey measures theengagement and wellbeing of students in Year 4-6. The findings are as follows:

Parents

80% of respondents feel welcome at Freemans ReachPS

72% of respondents feel that they are informed abouttheir child's progress at school

71% of respondents support their child's learning in thehome.

77% of respondents feel the school supports learning

85% of respondents feel the school supports positivebehaviour

80% of respondents indicate that their child feels safeat school

76% of respondents feel the school is inclusive to thespecial needs of students

Teachers

80% of respondents feel school leaders have helped toestablish challenging and visible learning goals forstudents

88% of respondents talk with other teachers aboutstrategies that increase student engagement.

91% of respondents set high expectations for studentlearning

82% of respondents use assessment data to informtheir practice

84% of respondents indicate students receive feedbackon their work that brings them closer to achieving theirgoals.

84% of respondents indicate that students haveopportunities to use computers or other interactivetechnology to analyse, organise and present subjectmatter.

Students

92% of respondents in this school had a high rate ofparticipation in sport.

51% of respondents had a high rate of participation inextra-curricular activities

80% of respondents have friends at school they cantrust and who encourage them to make positive choices

82% of respondents feel accepted and valued by theirpeers at school

93% of respondents believe that education will benefitthem personally and economically, and will have astrong bearing on their future

54% of respondents do homework with a positiveattitude and in a timely manner

71% of respondents are interested and motivated intheir learning

Policy requirements

Aboriginal education

The school has an 8% population of the students whoidentify as Aboriginal and or Torres Strait Islander. As apriority Teachers complete Personalised LearningPathways for these students and they are regularlymonitored and reviewed throughout the year inconsultation with parents and carers.

Acknowledgement of Country is given at each schoolassembly and the Aboriginal flag flies proudly from ourflagpole each day and is displayed in the school hall.

All classes incorporate Aboriginal and Torres StraitIslander perspectives into their teaching and learningunits, particularly in the area of History and Geographyand Literature selections.

As part of NAIDOC recognition, a visiting Aboriginalperformer attended the school to demonstrate culturalAboriginal dance and also modern techniques in thisarea. He also discussed Aboriginal culture and historywith the students.

Multicultural and anti-racism education

The school has 11% of its population with a languagebackground other than English. It promotes theacceptance and tolerance of difference and as suchactively participates in Harmony day each year. Tocelebrate the Olympics the school studied countries ofthe world and presented a multicultural day and concertfor families to attend.

All classes incorporate multicultural perspectives intoteaching and learning programs, specifically in English,History and Geography.


2016 freemans reach public school annual report · freemans reach public school annual report 2016...

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