2017 nangus public school annual report€¦ · introduction the annual report for€2017 is...

Nangus Public SchoolAnnual Report

2017

2699

Printed on: 29 March, 2018 of 12 Nangus Public School 2699 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Nangus 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.

Bronwyn Annetts

Principal

School contact details

Nangus Public SchoolGundagai-Junee RdNangus, 2722www.nangus-p.schools.nsw.edu.aunangus-p.School@det.nsw.edu.au6944 7221


School background

School vision statement

Nangus Public School will provide quality education with equity and excellence in learning for every student, throughquality teaching and leading, whole school involvement and community support to equip individual students to beengaged, successful learners who possess positive self–esteem.

School context

Nangus Public School is a small school situated in a rural environment 60km from Wagga Wagga and 26km fromGundagai with 26 students enrolled, 2017.

Its student population has a broad range of learning needs including students with diagnosed intellectual disabilities,specific health needs and students whom are academically advanced.

The school doesn’t typify its low–socio–economic context as it has high achieving students in all areas of school life withexcellent improvement and achievement milestones for all students evident over many years.

Parents, caregivers and the wider community actively support the school, its students and staff. The dedicated teachingand support staff work collaboratively to strive for continual student improvement with consistently outstanding results.

Students and staff network with other local district small schools to increase educational opportunities for studentsincluding overnight camps & excursions.

Quality literacy and numeracy programs, to meet the needs of individual students, remain of paramount importance andthe provision of rich learning activities in all key learning areas with quality resources, is valued and delivered.

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.

Our staff used the School Excellence Framework to inform, monitor and validate the progress and impact of our teachingand learning strategies throughout the year. Staff reflected on the progress being made across the school based on theexpectations identified in the Framework. This provides an important overview to ensure our improvement efforts alignwith these high level expectations.

In the domain of Learning: the school is sustaining and growing in its partnerships with parents and students to achieve aculture of high expectations. It is excelling in having a school–wide collective responsibility for student learning andsuccess which is shared by students and parents. This is evidenced by having 100% participation of families inparent/teacher interviews and its teamwork between staff and family members and the support given to the school, in avariety of ways by parents and caregivers, for extra–curricular opportunities. The school is sustaining and growing in itscurriculum provision to meet changing needs of students, including learning support programs with additional teachingstaff and learning support officers employed to work with identified individual students and groups. The school isexcelling at providing significant extra–curricular opportunities such as enrichment programs, sporting programs, qualitymajor excursions and creative and practical arts programs to support student development aligned with the school’svision, values and priorities to provide equal opportunities for all of its students. It is also excelling in workingcollaboratively with a community of schools to identify and support common needs for student outcome achievementsand successful transition to the secondary setting. In 2018, Nangus Public School will focus on whole–school assessment practices to further monitor and plan for student learning progress and success.

In the domain of Teaching, teachers are sustaining and growing in the elements of effective classroom practice; dataskills and use; professional standards; and learning and development. Teachers collaborate within school and with staffin other schools to improve whole school practice. Professional standards are used to identify and monitor specific areas


for professional development plans. Teachers are proficient in their teaching of literacy and numeracy. A whole schoolapproach is shared to achieve positive classroom management and optimum student learning. Teaching staff participatein targeted professional learning to increase knowledge and improve practice. The school utilises staff expertise todeliver quality programs such as learning and support, art, music and sports programs. In 2018, Nangus Public Schoolwill focus on data skills and use to systematically plan for student improvement.

In the domain of Leading; the school is sustaining and growing in its educational leadership proactively seeking tocontinually improve performance. It is also sustaining and growing in its use of school resources, including technology,use of facilities and financial management. The school is excelling at collaborating with local community in sharingresources to benefit both the school and community and achieving effective engagement with the community. Anexample of this is hosting events such as a community ANZAC Service and a Biggest Morning Tea for The CancerCouncil. The small school’s Presentation Evening is extremely well attended by a very broad community representationin a community facility. School facilities and learning areas are used creatively to meet a broad range of student learninginterests and needs, such as having a specific art and craft room and a separate music room. Technology is readilyaccessible to all students on a daily basis. In 2018, Nangus Public School will strive to utilise evidence–based practicesfor student improvement through educational leadership.

Our self–assessment process will assist the school to strategically plan for the next three year cycle, leading to furtherimprovements in the delivery 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

21st Century Learners

Purpose

To develop confident, independent, creative, resourceful, safe, happy, respectful, tolerant and resilient learners for nowand future learning.

Overall summary of progress

Implementation of specific programs to support individual student needs have been implemented to deliver qualitycontent. Collaborative professional learning and practices have enabled teachers to provide an engaged learningenvironment. This included liaising with local district high school and a network of primary schools.

The utilisation of assessment data and consultation with stakeholders have contributed to providing in an optimum wayfor each student with individualised support programs.

Parents and caregivers have been engaged in their child's progress and planning for learning needs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• All students, will progress intheir learning as evidenced byassessment for learning,assessment as learning andassessment of learning.

$1838.00 Ongoing analysis of student work samples andindividual monitoring of student progress each term.

Achievement of consistent teacher judgement andincreased understanding of continuums fromparticipation in Small Schools' Writing Days toanalyse common writing tasks.

Increased and shared understanding of Year 7expectations from collaborative English work withlocal high school.

Next Steps

In 2018, a new three year planning cycle will include teaching and learning focus components to further meet needs ofall students and collaborative practice activities to support professional learning and student learning.



Individual and Collective Staff Capability

Purpose

To support and enable quality teaching and learning experiences reflective of students’ needs


Regular opportunities were provided for staff to collaboratively plan to inform teaching practices. Teachers' professional learning needs were identified according to needs of students, standards performance and self–assessment. Analysisof data, small group work and support for individual students were utilised to meet student needs.





• 100% of teachers, permanentand temporary, demonstrateevidenced professional growthagainst the Australian NationalTeaching Standards.

$844.00 Purposeful collaboration to inform teachingpractices. Collaborative planning by primaryteaching staff for when teaching principal was onextended leave to ensure a smooth transition andsuccessful continuation of teaching and learningprograms.

Next Steps

In 2018, a new three year planning cycle will include the need to further develop collaborative school communities toenable sharing and the embedment of good practice.



Systems Leadership

Purpose

To build leadership capacity with proactive engagement of students and staff.


Students participated in leadership activities and initiatives.

Specific opportunities were provided to leadership staff , including relieving leadership staff, to participate in Departmentof Education professional learning and teaching staff and teaching staff members were supported in the accreditationprocess.





• All staff attaining performancewith excellence against thenational standards of thePerformance DevelopmentFramework.

$1266.00 Participation by both substantive and relievingprincipal and administation staff in LearningBusiness Management Reform professionalleaning.

Participation in Community of Schools' professionallearning and networking with a district 'Principals inPractice' (PIP) network of primary and secondaryschool principals from Gundagai, Tumut andAdelong districts and a local network of GundagaiHigh School and feeder primary schools.

Participation in: professional learning, consultation,evaluation, and planning sessions and activities, asthe current planning cycle nears completion.

Embedment and extension of student leadershipinitiatives.

Next Steps

Continue to grow and apply strong leadership practices to enable the strategic directions of quality teaching and learningand collaborative practice to occur successfully.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability $2467.24 additionalstaffing.

School Learning Support Officersupplementation and Learning and SupportTeacher staffing to support students withadditional needs.

Quality Teaching, SuccessfulStudents (QTSS)

0.01 staffing entitlement Release for peer observations and sharedfeedback.

Socio–economic background $6929.78 Equity programs for all primary students,including Years 3–6 music program and majorexcursion supplementation.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 15 17 15 13

Girls 16 19 19 13

In 2017 Nangus Public School had 26 students enrolledfrom Kindergarten to Year 6. This enrolment figure isslightly lower than in recent years but still entitled theschool to operate with two permanent teachers with twoclasses, an infants and a primary class.

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.3 96.2 87.5 97.8

1 94.2 92.6 94.3 92.5

2 93.7 94.1 90.6 93.5

3 97.3 94.9 93 93

4 95 93.1 93 99.5

5 89.1 96.8 88.9 94

6 92.4 89.6 91 91.1

All Years 94 94.2 91.2 93.6

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

The above table shows student attendance rates inrecent years for Nangus Public School and New SouthWales Department of Education.

The school has good communication practices withparents and caregivers whom provide valid reasons forany student non–attendance. The school has a teamapproach to address any continuing student absences

and if necessary, is able to utilise the support of theHome School Liaison Officer.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 1.38

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.1

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

0.89

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

There have been no Indigenous staff members in theNangus Public School workforce in 2017.

.

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 0


Professional learning and teacher accreditation

Professional learning funds are provided by theDepartment of Education to support the costs ofprofessional development for teaching staff and schooladministration support staff.

$5209.72 was the allocation for Nangus Public Schoolin 2017 to meet the professional learning and reliefcosts.

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

Receipts $

Balance brought forward 36,005

Global funds 48,842

Tied funds 17,882

School & community sources 3,949

Interest 332

Trust receipts 878

Canteen 0

Total Receipts 71,883

Payments

Teaching & learning

Key Learning Areas 5,505

Excursions 0

Extracurricular dissections 5,099

Library 2,545

Training & Development 0

Tied Funds Payments 20,496

Short Term Relief 3,429

Administration & Office 15,776

Canteen Payments 0

Utilities 2,698

Maintenance 3,210

Trust Payments 984

Capital Programs 0

Total Payments 59,740

Balance carried forward 48,148

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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


2017 Actual ($)

Opening Balance 0

Revenue 141,533

Appropriation 127,294

Sale of Goods and Services 610

Grants and Contributions 13,436

Gain and Loss 0

Other Revenue 0

Investment Income 193

Expenses -75,740

Recurrent Expenses -75,740

Employee Related -40,981

Operating Expenses -34,759

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

65,793

Balance Carried Forward 65,793

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

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 428,679

Base Per Capita 5,196

Base Location 15,142

Other Base 408,341

Equity Total 29,712

Equity Aboriginal 0

Equity Socio economic 17,087

Equity Language 0

Equity Disability 12,625

Targeted Total 19,210

Other Total 2,444

Grand Total 480,045

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.

100% of participating Year 3 students attained at orabove minimum standards in Reading, Writing andSpelling and 80% or above Year 5 students attained ator above minimum standards in Reading, Writing,Spelling, Grammar and Punctuation. 40%of participating Year 3 students attained the highestbands in all of the literacy domains.

In Literacy, some participating students showedexcellent growth in some sub–strands, far exceedingexpected growth from Year 3 to Year 5 improvement.

Due to the small cohort, privacy consideration isrespected when reporting.


80% of participating Year 3 students attained at orabove minimum standards in Numeracy, Data,Measurement, Space & Geometry, Number, Patterns &Algebra with 40% of participating students attaining thehighest bands in all of these domains.

60% of participating Year 5 students attained at orabove minimum standards in Numeracy, Data,Measurement, Space & Geometry, Number, Patterns &Algebra.

In numeracy, some participating students showedoutstanding growth in some sub–strands, far exceedingexpected growth from Year 3 to Year 5 improvement.

Due to the small cohort, privacy consideration isrespected when reporting.

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 relation to the Premier's Priorities, 40% of participating Year 3 students attained the highest bandsin all literacy and numeracy domains of the NAPLANAssessment. Due to privacy concerns and as therewere only five students in Year 5 at the time ofNAPLAN, no report can be provided here. Parents andcarergivers were informed about their child'sachievements.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

All stakeholders indicated satisfaction with the school’sprovision of quality education.

Students identified personal areas of improvement andall students provided positive feedback about feelingsafe and valued.

100% of families participated in parent/teacherinterviews and all participants expressed their pleasureat improvement shown in a variety of learning areasby their students.

Staff indicated that there is good, collaborative planningand sharing to strive for optimal educational delivery forall students. Staff indicated that the school hasexcellent school grounds, facilities and resources andits classrooms are pleasant, functional environmentsand that parents, caregivers and the P&C aresupportive in striving to meet the learning andwell–being needs of individual students.

Policy requirements

Aboriginal education

In 2017, Nangus Public School delivered Aboriginaleducation content to all of its students, implementingthe ‘Aboriginal Policy’.

The school’s programs are committed to increasing thestudents’ knowledge and understandings of the history,culture and experiences of Aboriginal people as theFirst People of Australia and to increasing theknowledge and understandings of current AboriginalAustralia. This was particularly achieved in the keylearning area of Human Society and its Environment(HSIE) and in texts used by students in literacysessions.

Multicultural and anti-racism education

Respect for different cultures and multiculturaleducation is promoted and delivered in the differentKey Learning Areas, particularly in English in a varietyof texts and in Human Society and Its Environment. Asa component of the CWA Country of Study, studentsstudied diversities and similarities of their own culturewith the culture of Nepal and shared their knowledgewith parents, caregivers and community members. Students participated in a networking day with localdistrict schools to share knowledge of, and celebratethe culture of Nepal.

Nangus Public School students and staff proudlypractice anti–racism behaviour and attitudes with aracism–free learning and working environment.Teaching and learning programs explicitly teach andpromote an understanding for students of cultural,linguistic and religious difference.


2017 nangus public school annual report€¦ · introduction the annual report for€2017 is...

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