2017 gerringong public school annual report · approach to the development of the school plan....

Gerringong Public SchoolAnnual Report

2017

1971

Printed on: 14 March, 2018 of 16 Gerringong Public School 1971 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Gerringong Public School as an account of the school'soperations and achievements throughout the year.

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

Joy Fullagar

Principal

School contact details

Gerringong Public SchoolArchibald RdGerringong, 2534www.gerringong-p.schools.nsw.edu.augerringong-p.School@det.nsw.edu.au4234 1376

Message from the Principal

At Gerringong Public School our motto is “We Will Achieve”. This underpins the school’s strong beliefs that each childneeds to be recognised for their own achievements, celebrating success at both a school and personal level.

Gerringong Public School provides students with quality educational programs delivered by highly qualified anddedicated staff. We offer teaching and learning programs that are sequential, reflective of individual learning needs andcater for individual learning styles.

A strong partnership exists between parents, the school and the wider community. The school very much appreciates theon–going support of the whole community. Parents and the wider community are involved in P&C, sporting activities,assistance in classrooms and canteen, purchase of uniforms, fund raising, scripture, ethics classes, library, andgardening and are prepared to give their time at a arrange of school events both inside and outside of school times. Ourlocal service clubs, community organisations and businesses contribute financially to the school throughout the year.

I would like to thank the staff for the outstanding contributions they have made throughout 2017. They have continued tosupport the school and given their time to the students in so many ways. They are to be commended on the excellentlearning programs provided to students and on their participation through a wide range of school activities e.g. camps,performing arts, sporting activities, excursions, encouragement of individual students in activities outside of school,orientation days, school discos, after school meetings, parent information nights and support of on–going school andP&C activities.

Our school is an inclusive learning environment where all students feel that they can and will succeed. Our students havecontinued to showcase their talents in many areas throughout the school. Sport, Performing Arts, Chess, UniversityCompetitions, Public Speaking and Debating to name a few. The children have also displayed an understanding of ourSchool Values –Respect, Tolerance, Perseverance, Commitment and Responsibility. Upholding these values is a lifelongasset and assists each individual in both present and future endeavours.

I am very proud of the achievements of our students in all areas across the school and within the community.

Regards

Joy Fullagar


School background

School vision statement

Gerringong Public School provides a rich educational environment. Diversity, engagement and learning are fosteredthrough a safe, challenging and evolving school culture with flexible learning spaces and opportunities for the 21stCentury. Students achieve their full potential as inspired learners through creativity, risk taking and commitment.Passionate, professional staff provide explicit and personalised opportunities. Staff are innovative and enthusiastic intheir delivery of current pedagogies. We welcome community partnerships and appreciate the contributions they make toour school. Together we take pride in nurturing students to be active and respectful global citizens.

School context

Gerringong Public School is located on the New South Wales South Coast and has students from both the town andrural setting. Our school motto, "We Will Achieve" underpins the school's strong belief that each child needs to berecognised for their own achievements, celebrating success at both a school and personal level.

Students at Gerringong are provided with a range of opportunities and learning experiences, delivered by highly qualifiedand experienced staff. Our focus on literacy and numeracy provides students with strong foundations. An Inquiryapproach to learning, supports our belief that students need to be creative thinkers, effective communicators, risk takersand reflective in their approach to learning.

The school is well resourced, has excellent learning facilities and is recognised for outstanding achievements in sportand performing arts.

A strong partnership exists between parents, the school and the wider community. We encourage and value parentinvolvement in decision making.

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.

The results of this process indicated that in the domain of Learning …

Learning culture is at excelling as evidenced by the collective responsibility for student learning, high levels ofengagement from all stakeholders and positive and respectful relationships. Collaborative planning, consistent teacherjudgement in all Stages is systematically implemented through whole school planning, stage planning and classroomprograms. Community engagement is evidenced through the establishment of a highly successful local AECG and strongparent participation at all levels.

Wellbeing element is at sustaining and growing as the school continues to implement "KIds Matter" across the school.Opportunities for students have been evident through e.g. Inquiry Learning, Think Tank, How2Learn, Kids Matter and awide range of activities that engage students. Student /staff/ parent interactions contribute to the “positive feel”throughout the school. In 2018, the school will review the current Student Welfare Policy.

Curriculum and Learning elements are at sustaining and growing as evidenced by our teaching and learning meetingNSW syllabus requirements. In 2018 the school will continue to review, develop and implement scope andsequences . Individual student needs are differentiated through lesson planning, PLPs and ILPs which are developed inconsultation and constantly revised.

Assessment and reporting elements are at sustaining and growing as evidenced by the increased use of data by staff tomeet the learning needs of students. . Expectations are clearly outlined in the Assessment and Reporting Policy. Parentsare updated on student progress through interviews which also provide an opportunity for student reflection.


Student performance measures are at sustaining and growing as evidenced by: L3 data, PLAN, collated report data,NAPLAN data in minimum standards achievement, proficiency data and growth data. The Bump It Up Strategy hasfurther enhanced student performance in Reading.

The results of this process indicated that in the domain of Teaching …

Effective classroom practice is at sustaining and growing as evidenced by the use by teachers of performance data andthe provision of quality feedback to students. Classrooms are well managed and well planned. Student goals areidentified and reported to parents.

Data skills and use is at sustaining and growing. Through the Bump It Up strategy, teachers have increased theirknowledge of data to drive teaching and are using an increased variety of sources to drive teaching and learning. Theschool’s analysis of NAPLAN data is used in school planning, allocation of resources, class placements and is providedto parents through the P&C.

Collaborative practice is at sustaining and growing as evidenced by teachers working together in teams at Stage andwhole level. Teachers provide and receive planned constructive feedback from colleagues and leaders through thePerformance and Development Process.

Learning and development is at sustaining and growing as evidenced by teachers involved in planning their owndevelopment through their PDPs and self–generated learning. There are clear processes, negotiated and supported bystaff, in place for performance and development. Beginning and temporary teachers are supported through mentoring.

Professional standards is at sustaining and growing as evidenced by teachers working beyond their classrooms tocontribute to school programs. Teachers demonstrate currency of content knowledge and teaching practice asdemonstrated in classroom observations.

The results of this process indicated that in the domain of Leading …

Leadership elements are at excelling as evidenced by the school leadership team working collaboratively both within andacross schools within the learning community. Leadership development and succession planning is central in our school,with a focus on distributive leadership. The Leadership Team implement a mentor / coaching program in each Stage.

School planning, implementation and reporting elements are at sustaining and growing as evidenced by the collectiveapproach to the development of the School Plan. Community involvement through P&C, surveys (staff, parent andstudent) and school evaluations contributed to the 3 Year Plan. The school continues to develop opportunities forfeedback from parents, staff, students and the wider community.

School resources elements are at excelling as evidenced by resources maximised through long term planning, link togoals and to community funding. In 2018 the school will be further improving the outdoor learning areas through fundsreceived from the School Fete.Technology resources continue to grow and are strongly supported through the P&C.

Management practices and processes elements are at sustaining and growing as evidenced by opportunities forstudents and community to provide constructive feedback through survey, forums and P&C meetings. Streamlined,flexible processes exist to deliver services and information and to strengthen parental engagement

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

Students as Successful Learners

Purpose

Students and teachers are clear of their learning intentions in order to achieve academic goals.

School wide evaluation identified the need for students to extend their learning capabilities through individual goal settingand the establishment of specific learning intentions.

Gerringong Public School aims to ensure that all teaching and learning programs enable students to achieve their fullpotential as inspired learners through quality teaching and learning experiences.

Overall summary of progress

Teachers have participated in a range of professional learning in order to empower students to become successfullearners. Processes have been put in place to allow for the transfer of data, information relating to students learningneeds, strengths and challenges.

Students have participated in the goal setting process and this process has driven students' learning and reflection ontheir achievements. The three way interview process was successfully trialled in the school during term 1. This processfocused on the communication of students goals and reflection on these goals to parents and carers. Through the goalsetting and reflection process students have begun to develop an understanding of what makes a successful learner.

Data has been collected and the process of sharing and monitoring data in relation to student achievement has beenrefined. Data walls have been created and are used as discussion points during reflection and planning meetings.Teachers have developed their understanding of the Literacy Continuum and the placement of the students on thecontinuum reflects this. This has been reflected in teaching programs being differentiated and showing an understandingof the different ways Gerringong Public School students learn.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of students have engagedin the goal setting cycle (identifygoals, establish strategies,implement and reflect).

Nil Students display an understanding that goal settingdrives their learning.Parental/carer participation inwhole school events, three way interviews and goaldiscussions regarding their child's learning.

100% of teachers, can showevidence within classroompractice and teaching andlearning programs, of clear andexplicit learning intentions anddifferentiation.

Professional Learning fundswere accessed by staff toattend courses relating tolearning intentions.

Teachers know their students and how they learn.

Next Steps

The goal setting process is to be evaluated and refined during 2018 in order to create a streamlined process. Ourteachers are committed to this process and the goals are to continued to be included in the reporting process eachsemester.

The three way interview process is also to be reviewed and refined so that it accurately reflects the needs of ourparents/carers, students and teachers.



Leading a Culture of Lifelong Learning

Purpose

Excellence in teaching and learning at Gerringong Public School is our highest priority. Professional learning funds andtime are used to build teaching and leading capabilities to create a culture that transforms, inspires and nurtures thedevelopment of learners within our school.

Gerringong Public School aims to be at the forefront of current and future educational reforms that address best practiceand student engagement.

Gerringong Public School aims to embed a collaborative culture which supports classroom observation, the modelling ofeffective practices and feedback, to drive and sustain ongoing, school wide improvement.


Teachers have participated in professional development linked to quality teaching. The major focus for 2017 was toengage in quality assessment and reporting processes which linked to Bump It Up and use of quality data.

Staff practised consistent teacher judgement (CTJ) with a focus on writing. As a result, staff are effectively placingthe students within PLAN data continuums.

Teacher Professional Learning was provided to staff on the effective use and integration of the History Syllabus. All staffare now familiar with the syllabus document and its use when planning inquiry units. The History Syllabus is successfullyintegrated into the whole school Scope and Sequence document.

In school practitioners, lead staff in the understanding and skills required for teaching using the English Concepts.Teachers are beginning to practice integrating conceptual language into their literacy sessions.

All staff participated in the Performance Development Plan (PDP) process and are now experts in using SMART goalsand developing excellent reflective practices. This process is now embedded in the school and is supported by theExecutive QTSS time.

Due to improved technology access within the school, teachers are practicing more innovative delivery mechanisms thatembed technology. Students are accessing computers and iPads to research, conduct assessment, develop coding skillsand develop creativity in presentations and digital artworks.





100% of staff are providingevidence of pedagogical changethrough targeted programs.

Refer to Key Initiatives forresourcing.

All staff are using the English and MathematicsContinuums linked with the Bump It Up strategy inorder to practise Consistent Teacher Judgement

100% of staff have professionallearning goals aligned to theschool plan and teacherstandards and are activelyengaged in their achievement.

Performance and Development Plans aredeveloped annually. These plans have drivenprofessional learning and expenditure.

100% of staff are implementingschool policies and DoEguidelines.

$29,217 received throughInitiative Funding,Professional Learning

An additional $20,000supplemented professionallearning.

All staff have been engaged in professional learningthat directly relates to Strategic Directions, Schooland DOE Policy.


Next Steps

To develop the Strategic Directions for the new three year plan. Leading a Culture of Lifelong Learning will transition intoFuture Focussed Learners.

From the evaluation within Strategic Direction Two, the future focussed learning will incorporate STEAM based thinking,integrated Inquiry learning and Multiplicative Strategies. Technology will continue to be upgraded to support this StrategicDirection.

There will be a continued focus on familiarisation of Syllabus Documents and how these can be integrated into the wholeschool Scope and Sequence.



Making Connections

Purpose

We aim for our school to be the centre of our community, where the school and families have effective and reciprocalcommunication strategies.

Our school has identified, through the collation of data, the need to strengthen the school’s communication strategiesand enhance the community’s contribution to student learning and the school environment.

The community is more actively involved in decision making and the provision of resources.

The school community builds positive partnerships for the social and emotional well–being of all stakeholders.

The school will effectively utilise newly created learning spaces into their teaching and learning program.


At Gerringong Public School, we foster an inclusive school community that promotes reconciliation and providesculturally appropriate learning spaces and resources. Our school encourages participation in local Aboriginalcelebrations and activities where students can access information on Aboriginal and Torres Strait Islander Histories andCulture. Our Djirang Dance Ensemble has successfully represented Gerringong Public School at our Local andState Dance Festivals, and the NSW Primary Principals Association Annual Conference. The Bush Tucker Garden hasbeen maintained on a weekly basis and has new pathways and signage for students to use during quiet Gardenlunchtime duties and as an effective and useable teaching space.

Resulting from our ‘Making Connections’ School Plan initiative, a variety of digital communication modes are nowregularly and successfully being used throughout the school to engage our parents and community. These include,Flexischools for online orders, Facebook for communication and promotion, and SchoolENews for communication ofBulletins, events and permission notes. Our School Newspaper 'GPS Beacon' has been established with the support ofcommunity members. Senior students have had the opportunity to investigate and create stories about our school andcommunity. Parents have thoroughly enjoyed reading the fun and quirky excerpts from each edition

Our school is committed to parents, carers and citizens being partners in the education process. Our P&C are committedto the public education system and are actively involved in decision making and all school activities. Our P&C representthe voice of parents and our community. All students have been involved in outdoor, hands–on lessons through TheGardening Grubs initiative. Gardening Grubs has been a vital part of environmental education K–6 in 2017, led by aparent/community member.

KidsMatter has continued to be a whole–school focus for professional learning and has continued to build a positiveschool community. New initiatives, such as the Buddy Bench, Staff Shout Outs and the student Social Skills Programhave been successfully implemented. Teaching and learning programs incorporate themes to support the social andemotional wellbeing of students.





100% of parents/carers accessschool communication tools.

$1000 for the studentnewspaper

There has been an increase in the use of digitalcommunication. We have 473 likes and 483 followson our School Facebook.

Approximately 75% of daily canteen orders arethrough our online Flexischools system.

Our P&C Uniform Shop has seen a large increasein profit due to the accessibility of online ordering.

The assistance and sharing of expertise of acommunity member has resulted in the GPSBeacon producing 7 Issues, with each issue






100% of parents/carers accessschool communication tools.

showcasing the creative abilities of Stage 3students. Teachers have been using theNewspaper during Literacy Groups and QuietReading.

An increased level of communityinvolvement is evident in decisionmaking.

Aboriginal BackgroundLoading $ 11670 + $3700roll over

The school community provides valuable supportand resources to enhance student learning bysupporting the Bush Tucker Garden, Yarning Circleand Djirang Dance Ensemble.

100% of staff are using multiplecommunication tools.

Aboriginal BackgroundLoading ($500) mgoals

Staff utilise SchoolENews, Facebook and theWebsite to access information.

Aboriginal students have created learning goalsusing the mgoals website.

Staff participated in a professional learning sessionto design and create learning resources for ourflexible learning spaces.

All teaching programs reflect theintegration of AboriginalEducation.

Aboriginal BackgroundLoading ($500)

Staff have a greater awareness of ATSI historiesand culture and are beginning to incorporate theknowledge and understanding in their teaching andlearning programs, specifically in Units of Inquiryand Literacy Rotations.

There has been an increase level of participation ofall students and community members whenrecognising significant cultural events, such asNAIDOC Week, Sorry Day and ReconciliationWeek.

All stakeholders will reflectattributes of a positive schoolcommunity.

Community Funding $2000 Teachers are undertaking professional learning tosupport the community to build a positive schoolenvironment through the KidsMatter Program.

Teachers have completed Component 1 and nowhave a greater understanding of Mental Health, theDepartment's Wellbeing Framework and itsimportance in our school.

New initiatives in the playground and staffroomhave been implemented to support a positiveschool environment. A student Buddy Bench hasbeen provided for students to reach out and helpeach other. Staff have developed a Social SkillsPrograms for students to learn new skills anddevelop key communication and social strategiesduring lunch time sessions.

Staff have implemented a "Shout Out" at weeklycommunication meetings to recognise and thank allstaff members – teachers, SLSO and SASS fortheir hard–work and dedication.


Next Steps

Quotes have been obtained through the Aboriginal Education Committee to renovate the Gamarada Room to become amore flexible and functional learning space for students K–6.

Investigations are underway to gauge interest from the Kiama Community of Schools in providing the opportunity forAboriginal students to become a part of a Dance Group that will explore traditional and contemporary dance.

mgoals to be evaluated/reviewed in 2018.

Component 2 of Kids Matter training will be delivered to staff after its release in Term 2, 2018.

QR Codes will be created for the Bush Tucker Garden and new Scope & Sequences will be created to support theFlexible Learning Spaces.

Eco–Savers/Gardening Grubs – the team will establish school–wide gardening guidelines and resources for teachers. Inconsultation with an Aboriginal Education Committee member, the team will introduce more outdoor artwork to celebrateconservation and biodiversity. There will be regular community involvement to support the maintenance of the BushTucker Garden and Orchard.

Digital Communication to be reviewed in 2018. We are still waiting for a Departmental SMS system to be available to allschools, linked with EBS4.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability $114,761 was received bythe school. This resourcewas:

Learning Support Teacher– $81,259 (4 days perweek)

Teacher salaries andSchool Learning SupportOfficers $33,502

Gerringong Public School has been identified and selected as a Bump It UpSchool as part of the Premiers Priorities forthe next 3 years.

The Bump It Up strategy focuses onidentifying students who are doing well andwho, the data suggests, have the greatestcapacity to achieve in the top two NAPLANbands in Reading and Numeracy.

A Literacy and Numeracy Coordinator role (Learning Support Teacher) was establishedto deliver the Bump It Up Strategy.

The impact was:

An increase in explicit teaching Y3–5 throughmodelling and a greater understanding of astudent's "next steps" on the Continuum

A greater understanding of the LiteracyContinuum and the use of data to driveteaching and track student progress

In–school professional learning for all stage 2& 3 teachers on the data analysis(includingNAPLAN and Planning Literacy andNumeracy (PLAN) software).

The ‘What Works Best’ document was drivingthe Bump It Up strategy. Teachers werereleased in Stage Teams to collaborativelyplan quality,explicit and differentiated Literacyand Numeracy programs.

Learning teams collected and analysed dataregularly to identify student needs and toprovide a focus for teaching.

Ongoing rich and authentic assessment taskswere embedded in programs and used atstage meetings to analyse.

Quality Teaching, SuccessfulStudents (QTSS)

$31,996 – 2 days perweek staffing was allocationthrough the QTSS fundingand supplementation bythe school

These funds provided opportunities forstaff and supervisors to strengthenprofessional dialogue, quality feedbackand improved pedagogy.

Teachers participated in goal setting and theopportunity to share expertise with colleagueswith an aim of continuous improvementof classroom practice

Socio–economic background $21,940

Funds were used forteacher released forprofessional development.

Teachers were released forprofessionaldevelopment in analysing andusing data to provide differentiated learning,Stage planning time was provided to enableteachers to develop Units of Inquiry with theinclusion of HOW2Learn strategies.

Mentoring of staff was provided by theLeadership Team. This was in conjunctionwith the QTSS.


Support for beginning teachers $13,450 was received foreach beginning teacher (4),temporary and permanent ,who entered on duty fromTerm 1 2017..

The Beginning Teacher Funds provided 4staff an additional 2 hours per week tosupport their professional development. Mentor time was also provided ( 1 hour perweek), with the beginningteachers nominating a colleague to assistthem in addressing their professional goalsand the Teaching Standards.

The impact of this funding was evident inclass programs, classroom managementskills, contributions across the school, thedevelopment of Syllabus and achievingAccreditation at Proficient level.

Technology $82 023.17 ( School & P&Cfunds)

Computer Co–ordinatorreleased from class 1 dayper fortnight and thepurchase of resources

The Technology Team identified the coreneeds to effectively progress asfuture–focussed learners. This resulted in theComputer Coordinator being relieved fromclass 1 day per fortnight to re–imagesoftware,update systems, troubleshootteacher’s problems, allocate technology torooms and source new technology at a cost of

The Computer Coordinator also sourced andattended Professional Developmentopportunities to improve the technologicalskills of the staff. Three portable bankscontaining 16 laptops each were purchased tobe used on a rotational basis within theschool. WiFi access and coverage within theschool was assessed and a reconfiguration ofthe wireless access points was made to giveall classrooms stronger and morereliableinternet coverage.

The P&C generously donated funds tocontinue the changeover from InteractiveWhiteboards to Interactive Touchscreens andcombined with the Technology budget, 6 newfuture–ready screens were purchasedin 2017at a total cost of $32 753. The managementof the school’s fleet of 63 iPads wastransitioned to a Cloud–based system.

A new Technology Scope and Sequencewhich was presented to staff for trial and willbe implemented 2018.

The Technology Team offered weekly PDsessionsfor all staff, and a weekly CodingClub was offered to Kindergarten and Year 5in Terms 3 and 4.

The issue of Cyber Safety was addressedand an external expertise was brought in topresent workshops to Stage 3 students, staff,and parents.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 209 210 217 242

Girls 202 194 201 209

In 2017, our total enrolments have continued toincrease due to families moving to the area. Anadditional class was formed and it is anticipated thatthis may occur again in 2018 if enrolments continue togrow.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.5 94.5 94.8 95.5

1 95.8 94.3 93.7 94.3

2 94.6 95.1 95 93.5

3 95 93.2 94.2 94.1

4 94.6 94.2 92.8 95.1

5 94.3 93.9 94 93.6

6 94.1 93.4 91.8 93.2

All Years 94.8 94.1 93.8 94.2

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

Student attendance overall is very satisfactory and close to State figures. Attendance figures are affectedby families who take holidays during school terms. Theschool will continue to inform parents and carers of theDoE Policy relating to "Exemptions". Studentattendance is closely monitored through daily dataentry of absences and by regular communication withparents.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 5

Head Teacher(s) 0

Classroom Teacher(s) 17.41

Teacher of Reading Recovery 0.5

Learning & Support Teacher(s) 0.8

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

3.28

Other Positions 0

*Full Time Equivalent

In 2017, the Aboriginal composition of our schoolworkforce includes the employment of teaching staff(2) and the participation of community members tosupport our Bush Tucker area, Cultural events, ourAboriginal Dance group, Yarning Circle and on–goingactivities in our Gamarada Room.

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 20

Professional learning and teacher accreditation

Professional learning undertaken by staff throughout2017 has been aligned to our 3 Strategic Directions,goals identified by staff and mandatory DoErequirements.

Professional development has included: Syllabusimplementation – Mathematics, Geography, L3 trainingfor K–2 staff, HOW2Learn, Inquiry Learning and goalsetting which aligns to Professional DevelopmentPlans. Mandatory training has included Anaphylaxis,


CPR, Child Protection and WH&S.

All staff have participated in goal setting through thedevelopment of Performance and Development Plans.This process involves negotiation of professional goalsand mid and end of year monitoring of progress ofachievement.

Thirteen staff members are currently participating inthe accreditation process through the NSW EducationalStandards Authority. This will increase in 2018 toinclude all teaching staff. The aim of this process is toensure that teachers continue to develop professionallyto maintain a Proficient level. The leadership teamhave continued to support the delivery of qualityteaching through class observations and qualityfeedback.

The school has been identified as part of the Bump ItUp initiative. Evaluations have taken place relating tothe teaching of Reading and Numeracy, with a focus ofmoving the middle to the top. This will be a keycomponent of Professional Learning in 2017– 2019.

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 217,173

Revenue 3,783,058

Appropriation 3,620,123

Sale of Goods and Services 17,773

Grants and Contributions 141,750

Gain and Loss 0

Other Revenue 0

Investment Income 3,412

Expenses -3,586,969

Recurrent Expenses -3,586,969

Employee Related -3,229,811

Operating Expenses -357,157

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

196,089

Balance Carried Forward 413,263

The school finances are monitored through regularbudget meetings with priorities and decisions reflectingDoE policy requirements. Grants and Contributions of$141,750 include payments received for extra curriculaactivities for students and donations of received fromthe P&C and local Service Clubs and businesses.These donations was used for the replacement ofinteractive whiteboards, the purchase of laptops andreaders and to subsidise costs to students for bustravel. Employee Related expenses refers to staffsalaries.

Funds carried forward included $103,533 of committedfunds. Remaining funds will contribute to the furtherreplacement of interactive whiteboards in classrooms,the purchase of laptops, ground improvements and theupgrading of furniture for some classrooms.

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 2,966,039

Base Per Capita 63,881

Base Location 7,867

Other Base 2,894,291

Equity Total 151,145

Equity Aboriginal 11,670

Equity Socio economic 21,940

Equity Language 2,774

Equity Disability 114,761

Targeted Total 58,791

Other Total 340,512

Grand Total 3,516,487

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.

The NAPLAN results in Reading indicate that Year 3 have performed above the State (51%) in Readingwith 65% of our students achieving Proficiency ( Bands5&6). This indicates an 8% growth instudents achieving Proficiency compared to 2016. AtProficient level, our Year 3 students performedextremely well and were above the State in all aspectsof Literacy except Spelling where there was only a 1%difference.

In Year 5, our students performed above theState (40%) with 46% of our students achievingProficiency ( Bands 7 & 8) in Reading. This reflected a16% growth compared to 2016. At Proficient level, ourYear 5 students performed very well and were abovethe State in all aspects of Literacy except Writing. In2018 staff will focus on the development of writing skillsto further move the middle to the top.

In Numeracy, the Year 3 students performed above theState (43%) with 56% of students at Proficient level (top 2 Bands). This was a 20% growth from 2016.

In Year 5, 40% of our students were Proficientcompared to 33% across the State. This was a growthof 29% from 2016. The school will continue to reviewdata and evaluate and implement learning programsthat focus on extending the middle to the topand ensuring appropriate growth continues from Year 3to Year 5.

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

Parent/caregiver, student, teachersatisfaction

Parent Survey

During Term 3, the school surveyed parents to gatherdata for the School Plan for 2018 to 2020. The focus ofthe survey was quality teaching, communitycontributions and future–focused learning. Afteranalysing the data from the survey, we identified anumber of trends that informed the School Plan Vision

and Strategic Directions. Parents identified thatconfidence, resilience, sound social skills, motivation,respect and proficiency in Literacy and Numeracy wereimportant qualities required at the completion of Year 6.When referring to quality teaching, parents highlightedbeing a skilled communicator, committed to theprofession, engaging and enthusiastic and being ableto cater to the needs of all students, as major priorities.In looking forward, parents felt that an increase in theuse of technology, greater parent attendance atassemblies, a school wide approach to teachingSTEAM (Science Technology Engineering Art Maths)as well as more enrichment opportunities at theschool are initiatives that would serve the communitywell in the future. As a result of this process, staff atGerringong have undertaken considerable discussionto ensure the priorities of parents and the communityare reflected in the School Plan for 2018 to 2020.

Tell Them From Me Survey Findings:

In 2017,students from Year 4 to Year 6, parents andteachers participated in the Tell Them From MeSurveys. Participants were asked to rate the school’sperformance in areas such as learning culture, teachingstrategies, inclusive practice,leadership, studentparticipation, positive relationships and involvement inextra–curricular activities.

Student responses indicated the following; • 87%of our students have friends at school they

can trust and who encourage them to makepositive choices (NSW Govt norm is 85%).

• 98%of our students believe that schooling isuseful and will have a strong bearing on theirfuture (NSW Govt norm is 96%).

• 91% of our students try hard to succeed in theirlearning (NSW Govt norm is 88%).

• 81%of our students find classroom instructionrelevant to their everyday lives (Govt norm is79%).

• 85%of our students feel teachers are responsiveto their needs, and encourageindependence witha democratic approach (NSW Govt norm is 84%).

Responses to the Teacher Survey indicated that ourschool performed at or above the NSW average in theareas of leadership support, collaboration withcolleagues, positive learning culture, incorporatingquality teaching strategies into lessons, regularcommunication with parents and providing studentswith challenging and visible learning goals.

Results from the Parent Survey showed that mostparents at our school feel informed, welcomed andinvolved in school communities, and that they stronglysupport their child’s learning at home. Over 92% ofparents also indicated that the school supports positivebehaviour and learning.


Policy requirements

Aboriginal education

Gerringong Public School received Aboriginalbackground funding in 2017 of $11,670

Our plan has included: • the creation of a dance ensemble ( choreography,

uniform and props) to share contemporaryAboriginal dance within our community. TheDjirang Dance Ensemble was very successfulthroughout the year, performing in NAIDOCWeek, dance festivals and at the State PrimaryPrincipals Conference in Sydney.

• temporary signage of the Bush Tucker Gardenand ongoing maintenance to ensure a communallearning space is accessible to the whole schoolcommunity.

• engagement of local Aboriginal communitymembers through Koomurri Performers to shareknowledge and histories of ATSI.

• Improvements in the Gamarada Room to providemore workable space for cultural activities andstorage of resources

All of the above initiatives have had a direct link to staffin their professional learning in developing a strongerunderstanding and awareness of ATSI histories andculture to support the implementation of this intoclassrooms.

Multicultural and anti-racism education

The Anti–Racism Contact Officer has maintainedtraining and communicated with staff the policy,procedures and issues relating to anti–racism in theschool. Multicultural concepts and inclusivity areembedded in classroom practices with the schoolScope and Sequence for Learning which fosterscultural diversity, anti–racism and active citizenship.Families with culturally diverse backgrounds areencouraged to participate and share experiences whichreflect the cross–curricula priorities and generalcapabilities of the Scope and Sequence. Units of workare undertaken throughout the year that providedstudents with an opportunity to develop a greaterunderstanding of cultural diversity. Our library providesa wide range of excellent resources that support unitsof work. Our Core Values support the Anti–RacismPolicy.
