2017 freemans reach public school annual report · school background school vision statement...

Freemans Reach Public SchoolAnnual Report

2017

1944

Printed on: 3 March, 2018 of 15 Freemans Reach Public School 1944 (2017)

Introduction

The Annual Report for 2017 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 150th 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

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.

Across the 3 domains of Learning, Teaching and Leadership there are 14 elements. Our executive team and staff haveconfidently assessed our school as Sustaining and Growing, or Excelling in 10 of these elements. In 2016 this was 8.The other 4 we have assessed as Delivering, and these areas will be targeted for improvement in the 2018–2020 SchoolPlan.

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

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

Staff have undergone intensive professional learning throughout 2017 to implement new effective,research–based programs, particularly in Literacy. Such programs include Language Learning and Literacy in EarlyStage 1, and expansion of the MultiLit Suite to include MiniLit and MaqLit. These programs, along with ReadingRecovery and Focus on Reading revisions have assisted students to make the required gains in their learning. Results ineach of these programs have been outstanding. The school has implemented more effective tracking of studentachievement against curriculum outcomes and the Literacy and Numeracy Continuums. Teachers can more confidentlyidentify and address student needs through teaching programs to achieve student success.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

•

Improved NAPLANresults–Increased percentage ofstudents showing growth inliteracy and numeracy from Year3 to Year 5 (expected growth orbetter)

$25,000 In 2017, the percentage of Year 5 students whohave achieved expected, or greater than expectedgrowth, from Year 3 has increased in Writing,Spelling and Numeracy.

The percentage of Year 7 students who haveachieved expected, or greater than expectedgrowth, from Year 5 has increased in Reading,Writing, Grammar and Numeracy.

•

Increase the number of studentsperforming in the top bands forYear 3 and Year 5 by 3% in 2017as per the Premier's Priorities foreducation

In Year 3, the school achieved 41.7% of students inthe top 2 bands for Reading, compared to 23.4% in2016, and 30.6% in Numeracy compared to 20% in2016.

In Year 5, the school achieved 28.5% of students inthe top 2 bands for Reading, compared to 11.8% in2016. This is the highest percentage since 2013.and 19.1% in Numeracy compared to 16.7% in2016, which is the highest percentage since 2012.Year 5 also achieved 38.1% in the top 2 bands forSpelling compared to 0 the previous year and thehighest over the last 7 years.

Next Steps

The school will continue to implement programs and strategies to increase engagement and improved academic results,including 7 Steps For Successful Writing, L3 (expanding into Year 1), Visible Learning and a culture of Growth Mindset.



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.


Throughout 2017, a variety of opportunities for student recognition and celebration of achievement have been utilisedregularly. Expanded student leadership opportunities have been offered through Peer Support, enhancing a positivelearning culture and improved relationships amongst students. An expanded range of extra–curricular opportunities havealso been supported by students.





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

16 students have achieved their Principal'smedallion throughout 2017 and 29 students wereawarded their Gold award. School assemblies are aregular platform for acknowledging and celebratingstudent success and effort.

The school implements consistent procedures fordealing with challenging behaviours. The schoolhas seen a reduction in the number of studentsreferred to the executive for detention and also areduction in the number of students with repeatedreferrals.

•Decrease in number of reportedincidences of bullying

$5000 During 2017 there has only been a small number ofbullying incidents reported to staff and these havebeen dealt with swiftly.

Next Steps

The next school plan will include a review of student well–being procedures and programs including greater links with ourschool values. The new anti–bullying resources, and the Well–Being Framework from the Department of Education willbe reviewed. Students will continue to receive recognition for their effort and achievement whenever opportunity allowsand the school will undergo professional learning in developing a Growth Mindset for academic, social, emotional andbehavioural areas to build resilience and perseverance.



Strong Community Connection

Purpose

In order to promote partnerships with students, staff, parents and the wider community, the school will workcollaboratively with the Hawkesbury Learning Community.

The school will develop positive relationships with stake holders in the local area and strengthen connections withorganisations and institutions that will enhance the opportunities of learners to aspire to achieve their personal best withconfidence and build a sense of pride in the Hawkesbury.


In 2017, many opportunities have been provided for staff and students to build relationships across our community ofschools, such as transition to Kindergarten and Year 6 – 7. Each year our processes are expanded, seeing a very settledcohort of students entering school. Staff have engaged in professional learning with neighbouring schools, sharingknowledge and expertise with local colleagues and building a supportive network.





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

The school has developed a comprehensivetransition program for students enteringKindergarten. In the year prior to kindergartenfamilies are offered several opportunities to visit theschool and allow their child to adjust to a neweducational environment. Time has been spent inthe library, on the sporting field, in classrooms andspecial events, preparing for school routines. Theschool has worked with Hawkesbury High school toimplement comprehensive transition opportunitiesfor students moving from Yr 6 into Yr 7. By sharingthe same grounds students have been able toaccess several opportunities within the high schoolcommunity including a taster session of highschool, NAIDOC activities, Young WritersChallenge, Lawrence Hargrave Challenge and aparent information session.

Increased relationships withoutside organisations

$4000 Schools across the Hawkesbury community ofschools have combined several times throughoutthe year for professional learning and staffnetworking. Several schools came together forlearning the 7 Steps of Successful Writing.Teachers have been incorporating these new skillsin to their teaching and learning programs andstudent writing has improved in complexity andaudience engagement. Schools combined again inTerm 3 to undertake training in Creative and CriticalThinking. A school scope and sequence has beendeveloped, along with classroom resources tosupport this initiative. Teachers are providingweekly opportunities for students to engage inthinking activities and develop positive dispositionsfor learning. The teachers have developed strongnetworks amongst themselves and share teachingand learning ideas freely.

The school has also increased its presence in thelocal community by linking with the local RFS to






Increased relationships withoutside organisations

assist with parking at events, bushfire preventionand our annual Christmas event. Students havealso represented the school at the Freemans ReachANZAC and Remembrance Day ceremonies at thecenotaph.

Next Steps

The local community of schools will continue to engage in professional learning opportunities together, commencing with a 3 year commitment to Visible Learning, which will be embedded in the school plan, along with a joint initiative tocomplete the Aboriginal 8 Ways training. The community of Principals will continue to meet together each term to providefurther opportunities for students and staff to mix and build upon effective positive relationships and stronger networks ofcolleagues. The Principals will also give support to one another in the area of Principal Well Being.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $13,069

• Aboriginal backgroundloading ($13 069.00)

Aboriginal funding has been used throughout2017 to provide additional SLSO support inclassrooms for ATSI students in Literacy andNumeracy. These students have shownimpressive gains in comparative data for2017.

English language proficiency $14,892

• English languageproficiency ($14 892.00)

This funding has contributed to theemployment of an SLSO to provide targetedintervention to students struggling in areas ofLiteracy. Staff have been trained to implementan expanded MultiLit Suite to include MiniLitand MaqLit, which have both seen impressiveimprovement results for students.

Low level adjustment for disability $71,102

• Low level adjustment fordisability ($88 673.00)

This funding has provided a 0.7FTE Learningand Support Teacher in the school for 2017and the balance has been used to increaseSLSO support into classrooms for students inLiteracy and Numeracy.

Quality Teaching, SuccessfulStudents (QTSS)

FTE 0.140 The school's QTSS funding has beenavailable to all staff to provide additional timefor professional learning, by way of peerobservation and feedback, observation ofquality research–based interventions both inschool and at neighbouring schools, andopportunities to develop rigorous learninggoals as part of the PDP process. Time hasalso been allocated to executives forsupervision, future planning and evaluations.

Socio–economic background $91,856

• Socio–economicbackground ($91 856.00)

Socio–economic funding has been used toprovide specialised in–class SLSO support forliteracy and Numeracy.

The school employed an additional teacher(0.4FTE) to provide extension Literacy andNumeracy classes for Stages 2 and 3, alongwith a Project–Based Learning opportunitythroughout terms 2–4. This is expected toboost the number of students achieving in thetop 2 bands of Reading and Numeracy inNAPLAN 2018 and beyond.

Support for beginning teachers $13,450

• Support for beginningteachers ($13 450.00)

Beginning Teacher Funding Support hasbeen used to provide additional relief time forour beginning teacher and his supervisorduring 2017. They have worked together toachieve learning goals in a mentoring format.The beginning teacher has also spent timeobserving the quality teaching of his peersand reflecting on their practice. Time has alsobeen spent working towards his accreditationwhich will be completed in 2019.

Targeted student support forrefugees and new arrivals

0.2 FTE allocation

• Targeted student supportfor refugees and newarrivals ($0.00)

A teacher has been employed throughout2017 to provide intensive support for astudent newly arrived from Vietnam. Thissupport has seen her confidence and abilitiesincrease significantly and her successfuladjustment to schooling in Australia.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 96 98 107 98

Girls 94 85 82 88

Enrolments at Freemans Reach have remained steadyand maintaining 8 classes.

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.9 96.5 94.7 95.5

1 94 93.4 95 95.9

2 94.9 94.3 94.4 96.6

3 96.8 93.9 95.7 93.6

4 92.4 93.6 94.8 94.9

5 94.4 91.9 93.9 94.1

6 92.8 93.9 92.1 93.6

All Years 94.1 93.9 94.5 94.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Non–attendance is monitored by the school and alsoexternally by the HSLO each term. Each term a reportis generated where non–attendance has not beenjustified by an explanation from parents andcare–givers and teachers follow these up. Studentswith long–term attendance concerns are raised at LSTmeeting and followed up with parent interviews andsupport where required and / or referral to the HSLO.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 2

Head Teacher(s) 0

Classroom Teacher(s) 6.78

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.02

Other Positions 0

*Full Time Equivalent

In addition to the staff allocations above, FreemansReach PS has had a 0.2 ESL Teacher, 0.2 SchoolCounsellor, and a 0.4 Extension Teacher throughout2017. No staff members are of Aboriginal descent.

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 16

Professional learning and teacher accreditation

Significant opportunities have been provided to staff forprofessional learning based upon the current SchoolPlan and also teacher's Professional DevelopmentPlans to improve teacher quality and expertise. Focusareas have included mandatory compliance training,L3, MultLit, Art of Leadership, 7 Steps for SuccessfulWriting, Creative and Critical Thinking, behaviourmanagement, Live Life Well @School, Peer Supportand LMBR and Budgeting. 2 staff members are workingon completing their Proficiency Accreditation.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 202,999

Revenue 1,863,046

Appropriation 1,768,606

Sale of Goods and Services 1,020

Grants and Contributions 91,650

Gain and Loss 0

Other Revenue 0

Investment Income 1,771

Expenses -1,840,527

Recurrent Expenses -1,840,527

Employee Related -1,598,820

Operating Expenses -241,707

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

22,519

Balance Carried Forward 225,518

The school principal and office manager maintainrigorous records of finance transactions and budgetplanning in accordance with audit and policyrequirements. Due to a quick succession of Principalsand relieving Principal, the school rolled over asignificant amount of money which will now bebudgeted into the new 2018–2020 School Plan, toinclude professional learning, staffing, potential capitalworks and student resources.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 1,427,744

Base Per Capita 28,884

Base Location 0

Other Base 1,398,859

Equity Total 208,490

Equity Aboriginal 13,069

Equity Socio economic 91,856

Equity Language 14,892

Equity Disability 88,673

Targeted Total 20,244

Other Total 59,287

Grand Total 1,715,765

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 andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Year 3 NAPLAN results show an increase in thenumber of students achieving in the top 2 bands forReading, Grammar and Punctuation. Year 5 resultsindicate an increase in the number of studentsachieving in the top 2 bands for Reading, SpellingGrammar and Punctuation.


Year 3 numeracy results show a considerable increasein students in the top 2 bands. Year 5 results alsodemonstrate an increased percentage.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

In 2017, the school NAPLAN results indicate 1/3 of allAboriginal students are achieving in the top 2 bands forall areas.


Parent/caregiver, student, teachersatisfaction

In 2017 the school sought feedback from parents,teachers and students about the school using the TellThem From Me survey suite. The survey measures theengagement and wellbeing of students in Years 4–6.The findings are as follows:

Parents

86% feel well informed about school activities.

90% feel they can easily speak with their child'steacher.

82% feel reports on their child's progress are written interms they understand.

88% indicate that their child is clear about the rules forschool behaviour.

75% feel that behaviour issues are dealt with in a timelymanner.

Teachers

85% feel school leaders have helped them to establishchallenging and visible learning goals for students.

90% discuss assessment strategies with otherteachers.

83% feel they set high expectations for studentlearning.

85% use results from formal assessments to informlesson planning.

88% set clear expectations for classroom behaviour.

Students

87% feel that schooling is useful in their everyday lifeand will have a strong bearing on their future.

61% do homework for their classes with a positiveattitude and in a timely manner.

86% try hard to succeed in their learning.

74% feel teachers are responsive to their needs andencourage independence with a democratic approach.

79% feel classroom instruction is well–organised, with aclear purpose, and with immediate feedback that helpsthem learn.

Policy requirements

Aboriginal education

The school has an 8% Aboriginal population. AllAboriginal students have a Personalised LearningPathway in place that is revised regularly onconsultation with parents and caregivers.

At each formal school assembly the Acknowledgementof Country is given and the Aboriginal flag flies proudlyeach day at the entrance to the school.

All classes incorporate Aboriginal perspectives intounits of work across all KLAs throughout the year.

As part of NAIDOC celebrations, a visiting Aboriginalperformer attended the school to demonstrateAboriginal culture through music and dance. Mostclasses also attended Hawkesbury High School toparticipate in a range of cultural activities.

An Aboriginal Yarning Circle was constructed in theplayground as a passive play area, based on theAboriginal 8 Ways pedagogy.

Multicultural and anti-racism education

The school has an 11% multicultural population with alanguage background other that English. The schoolpromotes acceptance and tolerance of difference andas such actively participates in Harmony Day eachyear.

All teachers incorporate multicultural perspectives intoteaching and learning programs across all KLAs.

This year a staff member has been trained as the AntiRacism Contact Officer.


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