2018 port kembla public school annual report · our permaculture garden is proudly maintained by a...

Port Kembla Public SchoolAnnual Report

2018

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Printed on: 9 May, 2019 of 12 Port Kembla Public School 2896 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Port Kembla 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.

Tonia Reynolds

Principal

School contact details

Port Kembla Public SchoolGloucester BoulevardPort Kembla, 2505www.ptkembla-p.schools.nsw.edu.auptkembla-p.school@det.nsw.edu.au4274 1041


School background

School vision statement

Port Kembla Public School is committed to providing a culture where all learners aspire to reach their potential. Ourschool community works together to nurture self–motivated, confident and creative participants within an ever changingworld.

School context

Port Kembla Public School sits in an idyllic coastal environment overlooking the Pacific Ocean. Our school motto, "Pridein Performance", depicts the ethos that students be respectful of themselves, others and the environment and strive toachieve their best in all areas of pursuit. The school has an enrolment of 270 students including an Indigenouspopulation of 10%. It was established in 1890 and is now at its fifth site. Our school meets the community's highexpectations through quality learning programs delivered by committed staff. Differentiated learning occurs in ourmainstream classes throughout the school to cater for the individual learning needs of our students. Programs areadapted and needs based so that all students have opportunities to participate in all aspects of school life. Our pleasantoutdoor play areas promote active lifestyles and healthy mindsets. Our permaculture garden is proudly maintained by adedicated group of students and community members and is an integral part of our close allegiance within theWarrawong Community of Schools. Students are provided with regular opportunities to develop their talents and interestsin all areas. With extensive participation in school based technology programs, district sporting associations and regionalcreative and cultural opportunities, our students are being well prepared for their future lives in today's society.

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.

Within the "Learning" domain there is a demonstrated commitment within the school community that all students makelearning progress and partnerships with parents and students support clear improvement aims and planning for learning.The school analyses information and liaises with parents to support transitions between years (eg. 3 to 4) and schools(eg. 6 to 7). Attendance rates are regularly monitored and prompt action taken when necessary. Every student canidentify a staff member to turn to for advice and assistance. The staff use data and information from surveys fromstudents and parents to refine a whole school approach to improve the learning, wellbeing and engagement of students.Individual learning needs are identified, monitored and reviewed using evidence based approaches. Staff explicitlycommunicate expectations of behaviour creating an effective environment for learning. The school delivers a curriculumthat meets the needs of the Department of Education through programs that describe what all students are expected toknow, understand and do. Teachers provide a differentiated curriculum meeting the needs of individual studentsincluding adjustments to support learning. Students set learning goals in consultation with their teachers. Teachers useformative assessment to adjust their teaching practice and summative assessment to capture information about studentlearning. Teachers provide parents/carers feedback via written reports and parent teacher interviews about studentachievement, progress and future learning goals. The school uses internal and external data to identify growth targets forindividual students.

Within the "Teaching" domain teachers collaborate to share knowledge, data, feedback and teaching programs.Teachers explicitly teach and routinely use visible learning strategies to preview planned learning. They provide timelyfeedback and discuss expectations on how to improve. Through PBL there is a school wide approach to effective andpositive classroom management. Teachers are building skills in the analysis and interpretation of data. The leadershipteam uses information gained from data to inform key decisions around resourcing and program implementation.Teachers work collaboratively to compare work samples and results in the judgement of student learning. Teachers usethe Australian Professional Standards for teachers when setting goals for the professional development plans which sitwithin the parameters of the School Management Plan. All teachers undertake professional learning in literacy andnumeracy skills and knowledge. Teachers engage in professional discussion and collaborate to improve their teachingand learning practices. They undertake classroom observations and participate in feedback.. Beginning teachers arementored and support is available for new staff members. Professional learning is attended, evaluated, shared anddiscussed. Technology and learning spaces are utilised to enhance student learning.


Within the "Leading"domain leaders ensure that syllabuses are implemented in line with NESA and Department ofEducation requirements and provides opportunities to collaboratively review teaching practices. Staff seek opportunitiesto improve their practice. Collaborative performance development and improvement monitoring occurs. The schoolsolicits and addresses feedback on school performance from the school community. The leadership team activelysupports, encourages and creates change that leads to improvement. it embeds clear processes, to direct school activitytowards effective implementation of the school plan. Staff understand what they need to do to address the school'sstrategic directions and improvement measures. The school is staffed to ensure an effective learning environment andresources are allocated to support the school's priorities. School learning spaces and technology are used effectively toenhance learning. The school collaborates with the local community allowing access to assets and resources whereappropriate. Strategic financial management is used to gain efficiencies and maximise resources available to implementthe school plan. All feedback is analysed by the leadership team.

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

Innovative and inspiring individuals.

Purpose

To create a stimulating and creative learning environment underpinned by high expectations and collaborative teachingpractices. To inspire learners with an individualised curriculum that is innovative and effective to meet the diverse needsof our community.

Overall summary of progress

All teachers attended data meetings each term. Activities included analysing student work samples and participating inconsistent teacher judgement sessions. Teachers identified focus students for targeted improvement. At the conclusionof each session staff used the literacy continuum to update data walls. K–2 reading levels were tracked, shared andanalysed every five weeks. Students who were determined at lower than expected levels in Stage One received focusedreading tuition via a Reading Recovery trained teacher. All students in the school participated in small ability–basedreading groups enabling teachers to implement differentiated needs–based programs.

Executive staff attended professional learning in visible learning and then led professional learning sessions for teachingstaff during staff meetings and staff development days. All teachers are using learning intentions and success criteria inliteracy and maths lessons. All students have set negotiated individual learning goals which are evident in eachclassroom.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of teachers are using datato inform and differentiate theirteaching practice.

Improved student results inreading and numeracy, evident inNAPLAN data.

All classrooms have evidence ofvisible learning goals forstudents.

$70000

– L3 training $20000

– FoR training $5000

– Reading resources$15000

– furniture $10000

– library resources $10000

– numeracy resources$5000

– Other KLA resources$5000

Three Kindergarten teachers and two Stage 1teachers commenced L3 training. One Stage 1teacher attended ongoing professional learning inL3. L3 reading strategies being implemented in allK–2 classes. Reading levels have been monitoredfor all children over the course of the year – everyfive weeks for K–2 students and each term forYears 3–6 students. All teachers in Stage 2 and 3have been mentored by off class curriculum leaderin Focus on Reading Strategies. Quality readersand reciprocal readers purchased and utilised tosupport L3 and Focus on Reading implementation.All staff from Years 3 to 6 have been trained in andare implementing Focus on Reading phase 1strategies. Library resources updated. Furniturepurchased and "engine rooms" set up and beingutilised in each of our eleven classes. Numeracyresources purchased for each classroom.

Next Steps

– Ensure ongoing professional learning and training in L3 for all K–2 teachers.

– Ensure Focus on Reading strategies are implemented in 3–6 classrooms.

– Form a numeracy improvement team to research and develop a whole school Numeracy improvement strategy. Leadstaff in improvement strategies to be implemented in 2019. Appoint an off–class curriculum leader to lead, mentor andteam teach in classrooms.

– Executive staff to attend further training in visible learning, effective feedback and formative assessment. Staffmeetings around visible learning and effective feedback strategies to improve classroom implementation.

– Develop a plan around the implementation of visible learning and effective feedback for the coming years



Resilient, respectful relationships

Purpose

To create a student–centred learning environment that nurtures resilient, empathetic and respectful relationships wherestudents are able to grow emotionally, socially and academically . All students are supported to connect and succeed sothat they can contribute to a thriving community and reach their full potential.


In developing resilient respectful relationships Positive Behaviour for Learning (PBL) has been a significant strategyemployed at PKPS. Supported and implemented by 100% of staff PBL has seen the development of three core valuesthat our students are working towards: Respect, Responsibility and Resilience. Fortnightly lessons are conducted in ourPBL values and children "caught" being respectful, responsible and resilient are awarded with "Barnies" reward tickets.These tickets are collected at each school assembly, working towards whole school rewards days where all childrenparticipate. Boys' focus groups have been operating all year with a male teacher guiding selected students in developingskills in our three core values. These strategies have resulted in a significant reduction in negative behaviour referralsand time outs,





70% of reduction in negativebehaviour referrals

$13000 – professionallearning and signage

$10000 – boys groupteacher

$1000 PL timetable.

In 2017 the average number of time outs per termwas 90. In 2018 the average number of time outsper term was 45.

This is a reduction of 50%, meaning we are well onour way to meeting a 70% reduction over threeyears.

IEPs developed for all studentsrecommended by the LearningSupport Team.

$5000 – teacher release forplanning writing andmeeting

All students requiring individualised planning haveeither IEPs or PLPs including OOHC, high learningneeds and Aboriginal students. All plans have beenshared with parents, carers and/or agencies

Next Steps

– Ensure ongoing implementation of PBL initiative

– Ongoing professional learning in PBL

– Develop strategies to prevent escalation of unwanted behaviours in Term 4

– continue boys social group and develop a formalised program

– monitor IEPs



Collaborative connected community.

Purpose

To have an effective collegial partnership with our school community, that is proactive, responsive and informed. Ourcollaborative approaches to technology, the environment and leadership will enhance and motivate future focusedlearners.


Updated laptops this year has allowed improved utilisation of technology for all staff. All staff program and preparelessons using technology. Usage of departmental software such as EBS and Synergy has improved. Maintenance ofexisting technologies continues. Staff and visitors now sign on via 2 ipads purchased specifically for this purpose.

The Permaculture garden was accessed by all students at the start of the year as a "taster". Following this students wereasked to express interest in being part of the permaculture team. The permaculture garden/team is regularly promoted inthe school newsletter and Facebook page and PKPS continues to be a proud member of this Warrawong community ofschools initiative.

All staff have taken on an area of responsibility within the three strategic direction teams.





100% of staff are utilisingtechnology effectively andincluding technology in teachingand learning programs.

All students and parents areaware of the school'senvironmental initiatives.

100% of staff take on aleadership role.

$21 000 – staff member toaddress technology issues

$20 000 – technology(software, hardware andother

$11 000 – permacultureteacher

$3 800 – permacultureresources

Audit of technology to determine priorityreplacement needs.

Zulu desk purchased to maintain and update appsfor ipads

Teacher laptops upgraded as required

Classroom ipads and chromebooksupgraded/topped up to support lessons

Community of Schools permaculture initiativecontinues with termly management meetings andannual celebration event

Next Steps

– Explore expansion of using SeeSaw as learning portfolios and communication of in–class activities

– Purchase more one–to–one devices (ipads, Chromebooks)

– Develop plan for replacement of existing interactive technologies for teachers.

– Purchase native bees for the permaculture garden

– Continue to offer permaculture "tasters" to gauge interest of students.

– Establish a community "Nude Food" committee to reduce waste and increase recycling initiative

– Release teacher from class one day per week to improve communication to parents/community and in particular topromote school initiatives. (This will require a readjustment to milestones for 2019 and possible target resetting)


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $23277

– School Learning SupportOfficer

– literacy and numeracysupport

– resources and materials

– professional development

The formation of our Indigenous EducationTeam has developed a plan for improvingoutcomes for our Indigenous students in thecoming years. Our Indigenous students haveworked with district staff and local elders todevelop an acknowledgement of countryunique to PKPS. Our team have met withparents and carers of our Indigenous studentsand developed Personalised LearningPathways for each of our students. We havewelcomed a dance troupe from anotherschool to our NAIDOC week celebrations andparticipated in meaningful and engagingactivities to develop cultural awareness in ournon–indigenous students.

The development of our 'yarning circle' iscurrently underway and will provide a meetingplace for students and community members.

Our indigenous students with additionallearning needs are supported by SchoolLearning Support Officers with in–classtargeted support under the guidance ofclassroom teachers as well as by ourLearning and Support teacher focused largelyon literacy and numeracy support.

English language proficiency $13740

– Support teacher

– professional learning

All students who require additional assistancein English acquisition receive twice weeklysupport by an off–class teacher. Students arealso supported in class in literacy lessons.

Low level adjustment for disability $114024

– Learning and supportTeacher (4 days)

– School Learning SupportOfficer

– Resources

All students who require one have Individualeducation plans that have been written byclassroom teachers in collaboration withparents and carers. Additional support isprovided in literacy by the Learning SupportTeacher and SLSOs utilising the MultiLitprogram.

Quality Teaching, SuccessfulStudents (QTSS)

$47966

– off class AssistantPrincipal/Curriculum leader

All teachers 3–6 have been mentored by anoff class Assistant Principal/curriculum leaderin the implementation of quality literacystrategies

All teachers have been provided withcollaborative planning days (one per term).

All teachers have participated in peerobservations sessions

Socio–economic background $101760 Funding and outcomes for this area aredispersed in our 3 strategic directions


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 120 131 131 125

Girls 132 141 143 152

Student enrolment continues to increase slowly eachyear.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.4 94.2 94.1 91.8

1 94.3 94 92.3 92

2 93.8 94.8 93 94.3

3 93.7 95.3 94.6 93.4

4 92.6 92.7 93.5 92.5

5 93.1 92.6 93.4 92.2

6 93.6 92.8 91.3 90

All Years 93.9 93.8 93.2 92.2

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Parents are requested to provide explanations for allabsences and are provided with booklets containingabsence slips at the start of the year. We acceptabsence notifications via phone, email, face–to–face orwriting. A phone call is made by the classroom teacherfollowing two days or more of unexplained absence.Letters are sent out each Thursday by admin staff forany unexplained absences that have occurred in theprevious week. Any incidents of concern are referred tothe Learning support team and phone calls are madeby either the Learning Support Coordinator, one of the

Assistant Principals or the Principal and wherenecessary referred to the Home School Liaison Officerfor follow up. All students taking planned holiday leaveof five days or more complete an extended leaverequest form and issued with a leave approvalcertificate. There continues to be a significant numberof students seeking leave for holidays.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 9.42

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.6

School Administration and SupportStaff

2.47

*Full Time Equivalent

There is one Aboriginal teacher at Port Kembla PublicSchool. She is a member of the local WollongongAECG, attends regular meetings and sits on meritselection panels as an AECG representative.

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 24

Professional learning and teacher accreditation

Professional learning

Significant funds have been spent on Teacherprofessional learning throughout 2018. The largestsingle expense was on training all K–2 teachers (six intotal) in Language Learning and Literacy (L3). Focus onReading (FoR) professional learning was completed by4 additional teachers (most staff had been trained inFoR in 2017). Courses relating to school leadership,analysing data, change implementation and compliancewere attended by executive teachers. Two teachersattended training in Aboriginal education and members


of the PBL team attended updated professionallearning in PBL. One teacher trained as an Anti RacismContacted Officer and teachers attended courses toaddress our students with special needs. Teachers alsoattended professional learning on effective readingstrategies, technology and website administration,interview techniques and sport. Our graduate teacherattending a beginning teachers' conference. Oneexecutive teacher participated in "joining the dots" aregional initiative in action research. Finance andsystem processes training were attended byadministrative and executive staff.

Teacher accreditation

All staff are accredited at proficient level. No staff areseeking Highly Accomplished or Lead teacher level.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 103,789

Revenue 2,551,728

Appropriation 2,449,857

Sale of Goods and Services 25,061

Grants and Contributions 74,817

Gain and Loss 0

Other Revenue 0

Investment Income 1,992

Expenses -2,455,124

Recurrent Expenses -2,455,124

Employee Related -2,184,129

Operating Expenses -270,995

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

96,604

Balance Carried Forward 200,394

• The financial committee meets regularly tomonitor revenue and expenditure.

• Any unusual spending patterns are reflected inthe notes of the Annual Financial Statement.

• The balance carried forward will supplementsignificant spending in Implementing Positive

Behaviour for Learning, Learning Support Teaminitiatives, upgrading technology, theimplementation and resourcing of Language,Learning and Literacy, Focus on reading, acurriculum leader, the employment of anadditional teacher and the implementation of astrategic approach to improving numeracy.

Financial summary equity funding

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

2018 Actual ($)

Base Total 1,960,838

Base Per Capita 52,983

Base Location 0

Other Base 1,907,855

Equity Total 252,801

Equity Aboriginal 23,277

Equity Socio economic 101,760

Equity Language 13,740

Equity Disability 114,024

Targeted Total 42,832

Other Total 81,603

Grand Total 2,338,074

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.


Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Year 5 results in most areas of literacy have showngrowth.

Both Year 5 and Year 3 results have shown growth.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

Port Kembla Public School is on track to meet thePremier's Priority targets by the end of 2019. Slowsteady growth in students in the top two bands inNAPLAN data was achieved in 2017 and 2018.

Parent/caregiver, student, teachersatisfaction

This year the Port Kembla School Communitycompleted Tell Them From Me surveys for the first timewith all students from Years 4 to 6, 60 parents and100% of teaching staff. The Peoples Matter survey wasalso completed by staff with an 83% completion rate.

The Tell Them From Me student survey shows that ourstudents align with state averages in nearly every area.The only two areas where our students showedsignificant variance from state average was withstudents feeling a positive sense of belonging which willbe included in our wellbeing improvement measures for2019, and in positive homework behaviours with avariance of –14%. Homework continues to be acontentious issue with mixed opinions from studentsand parents on the relevance and importance of thecompletion of weekly homework tasks.

The Tell Them From Me parent survey – Partners inLearning – show that our parents feel welcome, arekept informed, support learning at home, supportlearning at school, support positive behaviour and theirperceptions of Port Kembla PS being a safe andinclusive school are all at or above state governmentnorms.

The Tell Them From Me staff survey – have ratedleadership, collaboration, learning culture, effective useof data, teaching strategies, inclusivity, parentinvolvement, and classroom and school practices at orabove state government norms. An area forimprovement according to this survey is the use oftechnology.

The People matters survey shows that our staff rankmanagement practices at PK at or higher than otherDepartment of Education employees and significantlyhigher than other stage agencies in many areas.

Policy requirements

Aboriginal education

Port Kembla Public School continues to developAboriginal programs to enhance the learning outcomesof our 10% Aboriginal population. In 2018 an AboriginalEducation team was formed and a draft plan waswritten. This was then presented to our Aboriginalparents for feedback. Following this the AboriginalEducation Plan was published and the team regularlymeet to ensure that they are working towards achievingthe goals outlined. These programs have beenachieved through the continuation of the design andimplementation of Personalised Learning Pathways(PLPs) for each of our Aboriginal students. These PLPscontinue to support the students in the furtherdevelopment of a strong commitment to learning andincreased performance and achievement of outcomes.The PLPs were designed for each Aboriginal studentwith specific learning goals and are aimed to targeteach student's academic, social and behaviouralneeds. in 2019 an indigenous staff member will bereleased from class half a day per week to ensurePersonalised Learning Pathways and cultural programsare consistently implemented.

Our school continues to focus on the teaching ofAboriginal Education across the curriculum. Teachersprovide students with experiences to develop a deeperunderstanding and knowledge of Aboriginal culture .

Two staff members regularly attended the local AECGmeetings held twice per term.

Multicultural and anti-racism education

Port Kembla PS recognises and values the diversebackgrounds and cultures of our students andpromotes an open and tolerant attitude towardsdifferent cultures and beliefs. Multicultural perspectivesform an integral part of our school curriculum.

As a school we celebrate Harmony Day every year. In2018 students celebrated Harmony Day at PKPS byparticipating in a variety of activities to celebrate ourschool's cultural diversity and 'Racism – No Way'.Students were organised in K–6 peer support groupsand were encouraged to wear orange on the day. Avariety of multicultural activities and activities aimed topromote anti–racism were organised by teachers.


The school has a teacher appointed as a school basedanti–racism officer. The skills of the teacher assist indeveloping appropriate strategies to cope withinstances of racist behaviour or comments.


2018 port kembla public school annual report · our permaculture garden is proudly maintained by a...

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