2017 teven-tintenbar public school annual report · annual report 2017 4578 page 1 of 13...

Teven-Tintenbar Public SchoolAnnual Report

2017

4578

Printed on: 27 February, 2018 of 13 Teven-Tintenbar Public School 4578 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Teven–Tintenbar 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.

Ginny Latta

Principal

School contact details

Teven-Tintenbar Public SchoolFredricks LaneTintenbar, 2478www.teventint-p.schools.nsw.edu.auteventint-p.School@det.nsw.edu.au6687 8210

Message from the Principal

In 2017 Teven–Tintenbar Public School participated in a school self assessment and then an External Validation basedon the School Excellence Framework. We assessed that for each of the domains our school sat at Sustaining andGrowing and our school was successfully validated at this level. We are now working towards Excellence in all areas.

During our self assessment, we took a closer look at our NAPLAN results and decided that during our 2018–2020 SchoolPlan we would have a higher focus on writing, spelling and number. In 2018, our school will also be participating in a jointprogram with Newcastle University. This program, IPLAY, is a professional development intervention for primary schoolteachers in NSW. The program is designed to enhance teachers’ confidence and competencies in classroom–basedphysical activities and school sport delivery in order to increase the time students spend doing moderate to vigorousphysical activity.

In 2017 learning was enhanced through deliberate efforts to make our learning public – through opendays, parent–teacher meetings, newsletter briefs, and smart device applications.

More than ever, an appreciation of the concept of lifelong learning is generated amongst the Teven–Tintenbarcommunity. Our teachers and other staff members, our students, and our parents are buying into the notion that eachday we can know more, do more and care more than the day before – that each day we are all continually learning.


School background

School vision statement

Our school motto, Respect–Responsibility–Results, ensures students are encouraged to continually raise the bar in allareas. This is reflected in our school vision:

We believe all children are unique.

We believe all children are entitled to a differentiated education program that meets their needs and parentaspirations.

Our high quality teaching and learning programs will address this. We are here to help your child start theirjourney in realising their dreams.

At Teven–Tintenbar Public School:

Students know their school is a safe, trusting and caring environment

Students are valued as individuals, taught by teachers who understand the process of how children learn and cater forthe variety of learning styles

Students are provided with a connected curriculum with meaningful tasks, quality resources and caring assistance whereall students can experience success as learners

Relevant informal and formal assessment processes are integral to a productive teaching and learning cycle

Staff and student achievements are recognised and publicised appropriately

School context

Teven–Tintenbar Public School opened on its current site in 1988 after the amalgamation of Teven and TintenbarSchools. 2017 will see an anticipated enrolment of approximately 168 students.

The school population reflects the diversity of the enrolment feeder area surrounding the school. Approximately 8% ofour students come from a non–English speaking background, while approximately 2% are of Aboriginal or Torres StraitIsland background. The school promotes understanding and tolerance and provides a happy and productive environmentfor its diverse student population.

Our school is a Kids Matter and Better Buddies school. Our programs include Growth Mindset and Visible Learning. Ourschool programs support a diverse range of learning needs across the school. Parents are becoming increasingly awareof the importance of engaging with our school to support their children.


Strategic Direction 1

Excellence in Learning

Purpose

To engage parents as active partners in children’s learning in a supportive school environment.

To differentiate the learning so all students can fairly access the curriculum..

To incorporate collaboration, critical thinking, creativity and communication in all Key Learning Areas

Overall summary of progress

Staff have undertaken training for Futures Focussed learning, with two teachers attending a STEM symposium andanother teacher undertaking extended professional learning in Project Based Learning. This learning has been sharedwith staff and there has been an increased in the use of PBL and learning in classrooms from Year 1–6.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

To achieve .4 effect size ofstudent growth in school–basedassessments at the completion ofeach year in all key learningareas.

$10,000 Results show that 90% of students achieved aneffect size of .4 in all key learning areas.

The school achieves at least30% of students achieving at highlevels of performance on externalperformance measures.

$10,000 NAPLAN writing results have fallen in Year 3 but allother results indicate at least 30% of students areperforming in the top bands

Next Steps

NAPLAN data for 2017 showed a drop in comprehension skills for year 3. There could be two reasons for this. Firstly allstudents need support in inferential comprehension and there is a significant population in Year 3 who are new to ourschool and have not accessed the Super Six or other quality reading programs such as L3. SMART data will beforensically analysed to find the gaps in learning and this will be addressed through Professional Learning and TeachingPrograms.



Excellence in Teaching

Purpose

To ensure teaching and learning programs at Teven–Tintenbar Public School are driven by data and are evidencebased.

To develop a teaching culture of expectation of a shared responsibility for student improvement.


There has been successful professional learning with learnt strategies evident in all classrooms. Parents havecommented on how much more they are engagedwith student learning now they know what is being taught inclassrooms each week. Students are using data and bump it up walls.Older students are using language about beingassessment Capable Learners





Implementation of PerformanceDevelopment Framework,including Peer Teaching Reviews

$12,000 All teachers are engaged with a rigorous reviewprocess that involves Performance DevelopmentPlans and Peer classroom reviews

Evidence of student voice infeedback betweenteachers–students andstudents–students

$2000 This is more evident in our 3–6 classes wherestudents give and get feedback from peers andteachers. We are starting to see more of thislanguage in our K–2 classes

To achieve .4 effect size instudent growth in standardisedtests at the completion of eachyear in all key learning areas.

$10,000

Next Steps

NAPLAN data shows that we cater well for our students, but our top stream is making less than predicted or negativegrowth, from Year 3 to Year 5.

We have had a strong focus in recent years on Literacy to the detriment of numeracy. Inferential comprehension innumeracy and strong teaching from the syllabus will be a focus in the 2018–2020 plan.



Excellence in Leadership

Purpose

To build a school–wide culture of high expectations and a shared sense of responsibility for student engagement,learning, development and success.

To develop a culture of planned and proactive engagement with parents and the broader community.

To ensure that operational issues serve the overarching strategic vision of the school community.


PDPs indicate a shared focus on assessment capable learnersand formative assessment/ feedback. Teachers haveshared findings fromworkshops with staff. Staff have undertaken professional learning involvingSTEM, PBL and LegalIssues. The principal is on the PPA Standing Committee for LegalIssues and attends Executive Director meetings forWorkplace Health &Safety and Legal Issues.





There will be an increasednumber of opportunities forparents to engage with the schoolcommunity

$500 2017 saw more community engagement than inprevious years. In 2018 we will extend on theopportunities for parents and the wider communityto become involved with our school.

All executive and teaching staffhave individual professionallearning plans and specific goalsthat guides the development oftheir professional practice andresults in the improvement ofstudent learning outcomes.

$15,000 All teachers successfully completed a rigorous PDPprocess and attended Professional Learning thatdrove changes in individual classrooms and oftenthrough the whole school.

School wide data informsteaching and learning in allclassrooms. This is evident indaily teaching and learningactivities and in teacher programs

$2000

Next Steps

As all teachers will be registered with NESA and will be required to participate in professional learning, the school budgetwill be increased to accommodate this need, as most quality professional learning takes place at a distance from theschool.

A new Assistant Principal (AP) starts at TTPS in 2018 and will be involved in an orientation program and roleassignment. It is anticipated this will have a significant impact on the school staff dynamics. One AP will be off class, butwith a full load of RFF/ LAST for 2018.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency $3853 Relevant adjustments are being made toensure students achieve equitableeducational outcomes

Classroom teachers are providing adjustedlessons and assessments for studentsrequiring additional support. All identifiedstudents are accessing additional LaSTassistance.

Low level adjustment for disability $30,699 Relevant adjustments are being made toensure students are being provided aneducation on the same basis as their peers.

Classroom teachers are providing adjustedlessons and assessments for students withadditional learning and support needs.Learning Adjustments and AccommodationSheets have been completed.

Quality Teaching, SuccessfulStudents (QTSS)

$10,000 LaST collaborates with classroom teachersdeveloping, assessing and planning where tonext.

Collaboration between teachers and LaST isassisting students to achieve positiveoutcomes. Mentoring and coaching sessionsbetween colleagues, working together toanalyse student data and the supportprovided in terms of classroom managementis helping to build strong foundationsacademically and socially. Thesecollaborative practices will continue as theevidence shows further work is required.

Socio–economic background $8008 Student adjustments are being made andrecorded. LaST is working with identifiedstudents and they are receiving personalisedsupport through whole school programs suchas Multilit and the Getting Started ReadingProgram as well as Focus on Reading andsocial and emotional learning strategies.

Data indicates most students accessingwhole school programs are making goodprogress. Continued support is required toensure student growth in reading programsand social and emotional learning areasmaintains.

Support for beginning teachers $13,450 Good relationship between mentor,supervisor and beginning teacher. Beginningteacher starting to collect evidence andannotate it for NESA report.

Assessments for term 1 have beencompleted. There is evidence of teacherusing Super Six strategies in the classroom.Beginning teacher is providing inclusiveprograms and assessment. There continuesto be evidence, in student work, studentdialogue and the classroom environment, ofthe implementation of whole school programs.

Beginning teacher completed NESAaccreditation as a proficient teacher.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 72 64 78 75

Girls 62 57 72 85

Teven–Tintenbar Public School follows the Departmentof Education Policy of providing enrolment placementsfor students who within the catchment area of theschool. There is a rigorous out of area enrolmentprocedure that can be used if current enrolments areunder the ceiling of 162 students.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.7 92.1 94 90.9

1 95.3 95.1 94.5 90.2

2 92.9 90.1 94.9 87.6

3 93.5 93.1 93.8 93.4

4 91.6 92.8 95.2 91.1

5 95.3 93.5 95.2 94.4

6 96 94.5 92.8 88.5

All Years 94.3 93 94.3 90.9

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

Attendance has been affected by families takingextended travel during term time. Our school had anoutbreak of whooping Cough in term 2 that resulted inover 50 children being diagnosed and accordinglytreated with time off school.

Class sizes

Class Total

KS 16

KH 16

1 26

1/2 23

3 27

4/5 29

5/6 30

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 1

Head Teacher(s) 0

Classroom Teacher(s) 6.7

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.97

Other Positions 0

*Full Time Equivalent


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

Teven–Tintenbar Ps had a professional learningamount of $13,309.57. This was increased throughschool funds to a total of $19,721. There is also theextra cost to the school of replacing class teachers.This is approximately another $10,000. This increasewas to manage the fact that most quality professionallearning for schools on the North Coast of NSW requiretravel to and accommodation in Sydney. These addedcosts hinders the attendance to some courses. Allprofessional learning is aligned with both our schoolplan and individual teacher Performance DevelopmentPlans.

In 2017, various staff attended courses such as :

Stem Symposium

Project Based Learning in the classroom

Lawsense

CyberBullying

Road Safety

Making it a success– Sue Larkey (Autism)

Down Syndrome Conference

Primary Connections– Using Stem in Science

Peer Principal training for External Validation

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 68,155

Revenue 1,553,764

Appropriation 1,423,672

Sale of Goods and Services 1,715

Grants and Contributions 127,051

Gain and Loss 0

Other Revenue 0

Investment Income 1,327

Expenses -1,508,823

Recurrent Expenses -1,508,823

Employee Related -1,292,922

Operating Expenses -215,902

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

44,941

Balance Carried Forward 113,096

Teven–Tintenbar Public School aims to expend fundsfor the current financial year during that year. Somefunds are rolled over to the next year in order topurchase more expensive items. We are currentlysaving funds to increase student activity in theplayground, to purchase more literacy resources andsport equipment. The P&C have provided the schoolwith $50.000 for a senior fixed equipment play groundwhich will be installed by the end of term 1 2018.


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 1,276,231

Base Per Capita 22,924

Base Location 2,648

Other Base 1,250,659

Equity Total 46,198

Equity Aboriginal 3,639

Equity Socio economic 8,008

Equity Language 3,853

Equity Disability 30,699

Targeted Total 60,304

Other Total 11,049

Grand Total 1,393,782

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.


Parent/caregiver, student, teachersatisfaction

In 2017 our school participated in The Excellence inSchool Service 360. Reflection Tool.

This tool has been based on a framework whichidentifies customer service behaviours along acontinuum.

Four key areas are measured – if a schoolcommunicates effectively, commits to customer service,works collaboratively and has consistency and vision inplanning

The tool measures twelve competencies of Informationquality and ease of use, engagement with others,values, inclusivity, customer service, communitypartnerships, empathy, teamwork, collaboration that isvalued and recognised, process collaboration, ethicalbehaviour and school vision.

Our strengths were:

1. Inclusivity– All staff are respectful of and sensitive toall culturalbackgrounds in their interactions.

2. Customer service– Administrative staffplace a highpriority on maintaining positive customer relationships.

3. Collaboration is valued and recognised– Teachers atmy school represent the school at all times and act aspositive ambassadors of the school as well as publiceducation

4. Engagement with others– I am often asked abouthow well the school communicates and engages withme.

5. School vision I have been asked to provide input tothe school plan, my input has been reflected in therevised plan.

6. Engagement with others– Members of our schoolcommunity are invited to provide feedback and areviewed as partners.

Policy requirements

Aboriginal education

Aboriginal Perspectives are included in all KeyLearning Areas in all Teaching and Learning Programs.NAIDOC Day is celebrated at our school. Each eventbegins with an Acknowledgement of Country

Multicultural and anti-racism education

Our school has a trained ARCO who handles sensitivecommunity matters as they arise. Harmony Day iscelebrated in our school and Multi–culturalPerspectives are part of all our teaching and learningprograms.


2017 teven-tintenbar public school annual report · annual report 2017 4578 page 1 of 13...

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