2019 cessnock public school annual report...– investigate opportunities for curriculum ap role for...

Cessnock Public School2019 Annual Report

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Printed on: 27 May, 2020 of 19 Cessnock Public School 1542 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Cessnock 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.

School contact details

Cessnock Public SchoolRawson StCessnock, 2325www.cessnock-p.schools.nsw.edu.aucessnock-p.school@det.nsw.edu.au4990 1652


School background

School vision statement

At Cessnock Public School, we believe that happy, successful students working in an environment that valuesconnectedness and community, will enhance the social and academic outcomes of our students. Well trained staff whoare experts in future focussed learning will direct and inspire quality student learning for their future.

School context

Cessnock Public School has a long history, providing education in Cessnock for 160 years. Cessnock Public School hasan enrolment of 316 students. There are 16 classes. Three of these classes are Special Education classes; one beingIO, another IM and the third being an ED classroom which consist of students from other schools in the region. Theschool attracts a Family Occupational and Education Index of 157. Consequently the school receives significant fundingthrough the Resource Allocation Model for Equity loading, Socio– economic background and Aboriginal backgroundloading. Cessnock Public School is an Early Action for Success school and has seen positive growth in K–2 Literacy andNumeracy through the implementation of specific programs including L3 and TEN. Recent NAPLAN results show apositive number of students in year 5 achieving at or above expected growth levels in both reading and numeracy, whileour NAPLAN value added measures indicate that the school Sustaining and Growing in K–3 and Delivering in both years3–5 and also 5–7.

The school has a strong focus on student wellbeing and implements a number of programs in relation to this includingPositive Behaviour for Learning, Zones of Regulation, Peer Support and Mindfulness.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Successful Students

Purpose

To create a school environment that values all aspects of individual development so that students develop intoconnected and successful citizens of the future.

Improvement Measures

Increased percentage of students making expected growth in reading and numeracy.

Increase in top two bands in reading and numeracy for both year 3 and 5 students.

At least 80% of students demonstrating expected growth per semester across Department of Education literacy andnumeracy progressions relevant to expected time–frames..

According to School Excellence Framework (SEF), Elements in the Learning domain will be moving from Sustainingand Growing in 2017 to Excelling by 2020.

Increase percentage of Aboriginal students in top 2 bands in Reading and Numeracy.

Overall summary of progress

All student requiring learning adjustments were provided with IEPs, which were reviewed throughout the year.Throughout Term 1, students requiring additional support in literacy and numeracy were identified through data analysis.Specific intervention programs were also implemented for targeted students throughout the year, with student progressmonitored in 5 weekly intervals. All beginning Kindergarten students had their Best Start assessment during 3 as well asSpeech screening to identify students with significant language difficulties. Implementation of Speech Therapy fortargeted Kindergarten students as well as in class support K–2 was positive throughout the year with students involvedexperiencing significant growth in language and comprehension skills. Throughout the year, all K–2 staff participated inprofessional learning around literacy and numeracy, with a focus on quality teaching, pedagogy and the teaching andlearning cycle. Across K–2, 1 staff member participated in L3K new training throughout 2019 while 1 staff memberparticipated in L3S1 training. Two staff members participated in ongoing professional learning (OPL each term) L3K andL3S1 throughout 2019. All staff participated in Seven Steps to Writing Success internal training and this wasimplemented K–6. All staff utilised Plan 2 student data to inform teaching practice in the areas of reading and numeracy.Staff regularly utilised other internal and external data to support teaching and learning processes in the areas of literacyand numeracy.

Progress towards achieving improvement measures

Process 1: Teachers are well trained and remain up to date with current evidence based pedagogy, including for2018:

– L3

– TEN

– STEM

Evaluation Funds Expended(Resources)

Ongoing focused PL for all teachers through weekly and fortnightly sessionswith IL and/or AP.

Observation of Teacher practice with feedback by colleagues, IL and AP hasshown increased capacity of staff to deliver agreed teaching and learningpractices.

Professional Discussion

$15000 staff PL

$106000 AP Curriculum release

Process 2: School systems track and monitor:Printed on: 27 May, 2020 of 19 Cessnock Public School 1542 (2019)


Process 2:– student learning.

– staff professional development and class programs.


Assessment practises and data collection and analysis embedded in teaching& learning process.

Data driven Teaching & Learning programs are targeted at student need.

Teacher collaboration and professional conversation to drive future learningare structurally embedded.

$106000 – AP Curriculum release

$50000 – additional SLSO support

$5000 – staff PL

Process 3: Implement and demonstrate quality Literacy and Numeracy programs, including for 2018:

– L3

– Ten

– FoR


Teaching & Learning Programs reflect current NESA requirements.

Staff upskilled in Agreed Practices and implementation of Literacy &Numeracy programs to properly implement Teaching & Learning Programs.

$106000 – AP Curriculum release

$12500 – CT release for observationsand PL

Next Steps

Continued "narrow and deep" focus on professional learning for staff

Creation of consistent assessment processes across year and stage groups

Development and utilisation of PLC framework to support teaching and learning

Targeted intervention for identified groups of students (mid – high achieving)



Successful Staff

Purpose

Well trained staff who are highly valued deliver effective pedagogy for all students. Teachers are professional, dedicatedand committed to achieving the school goals.


Staff demonstrate skills in facilitating students to develop future focused skills.

Staff are successful in achieving PDP goals.

Teacher observations identify that classroom practice is flexible, reflective and relevant as measured by

According to SEF elements in the Teaching domain will be at "Excelling" level by 2020.


All staff worked with supervisors to create PDPs, which were continually monitored and learning goals trackedthroughout the year. All teaching staff then participated in Peer Coaching professional learning which staff then used aspart of their PDP observation process throughout the year. Staff representatives from infants and primary attendedtraining regarding ongoing implementation of STEM through our alignment with Cessnock HS and partnering primaryschools in the form of CASE. Staff across all areas of the school also participated in regular internal and externalprofessional learning regarding implementation of effective pedagogy in the areas of literacy and numeracy throughoutthe year. A number of staff participated in training related to student and staff wellbeing. Additionally, 4 staff membersundertook Berry Street Education Model training in Trauma Informed Practice. A further 2 staff were trained in RhythmTo Recovery drumming which focuses on social and emotional regulation through drumming. All staff also participated inexternally provided professional learning through KidsXpress.


Process 1: Implement and demonstrate use of agreed practice and effective pedagogies.


K–6 complete summative and formative assessments across all KLAs

Learning progressions updated

Amount peer coaching proformas received

Survey data

$15000 Peer coaching program – staffrelease and PL

$107000 – Assistant PrincipalCurriculum role

$10000 – ongoing staff PL regardingagreed practices

Process 2: Teachers participate in PL regarding effective implementation of future focused skills in T & L programs.


All staff embedding Future Focused teaching and learning into daily practiceacross KLA.

Staff expressed and demonstrated increased confidence in implementingtechnology in all areas of teaching and learning.

$17500 CASE contribution

$12000 iTeacher sessions

CCGPS contribution toward STEMconference

Process 3: Staff participate in collaboration at stage and whole school level to:

– set appropriate learning goals



Process 3: – determine effective strategies and pedagogy

– monitor student progress and impact of teaching


Staged based collaboration proved extremely worthwhile with all staffbenefiting from this approach to teaching and learning.

All staff demonstrated significant growth in their capacity to effectively collateand analyse data to improve learning outcomes for students in their class.

$106000 – Assistant principalcurriculum release

$22500 – stage based collaborationand planning

$2500 – data based PL for all staff

Next Steps

– Move forward with a narrow and deep approach to staff PL in targeted areas of curriculum

– Initiate Professional learning Community approach to teaching and learning across the school (practices andprocesses)

– Further refine PDP process for all staff across the school

– Continue to promote opportunities for aspiring staff members to lead through professional learning

– Investigate further models of data collection to support student learning, including in the Support unit

– Investigate opportunities for curriculum AP role for Support unit (additional classes in 2020)



Successful School

Purpose

Sustained implementation of school programs combine to allow Cessnock Public School to be highly regarded,proactive, successful and excellent!


School data will reflect an increase in student attendance (comparison with SSG and state averages)

According to the SEF, elements in the Leading domain will be at Excelling by 2020.

According to the School Community Partnerships – Reflection and Planning Matrix, CPS will be at a Level 3 for allstrands by 2020.


The continued focus and emphasis on use of house points for positive rewards K–6 was very successful once againthroughout the year. Celebration days were a success throughout the year with over 87% of students participating in thedays. PBL lessons continue to be implemented in all classrooms and there was a positive response from staff andstudents with the inclusion of the General Capabilities Framework in lessons. PBL lessons incorporated Zones ofRegulation and students participated in Mindfulness lessons each week throughout the year. Throughout the year wehad an increased focus on student attendance and executive staff participated in Network professional learningregarding enhancing student attendance which focused on strategies, processes and procedures for increasing overallattendance. Overall parent engagement increased throughout the year, with an increasing number of families engagingwith the school through Facebook and an increasing number of families also engaging with staff through other platformsincluding SeeSaw and Showbie.


Process 1: Develop strong parent/teacher relationships through effective and relevant communication andpromotion of school achievements in the community.


Communication throughout the school was strengthened throughout the yearas a result of new communication processes implemented.

Employment of additional staff allowed for much more streamlined approachto school community communication which was received positivelythroughout the school community.

$2000 – staff release

$5000 – Sentral

$2500 – school promotion

$20000 – additional staff (SAO)

Process 2: Ongoing implementation of strategies and programs to promote attendance and wellbeing, including:

– Positive Behaviour for Learning

– Zones of Regulation

– Mindfulness


Key executive staff have participated in ongoing professional learning aroundnew attendance protocols and these protocols have been implemented in theschool.

LST meetings have been restructured to allow collegial professional learningin behaviour management and trauma informed practice.

$16000 – Mindfulness

$2500 – Zones of Regulation and PBLPL

$5000 – Trauma Informed Practice PLPrinted on: 27 May, 2020 of 19 Cessnock Public School 1542 (2019)


Staff are been surveyed around the effectiveness of wellbeing programsincluding PBL, Zones of Regulation and Mindfulness, including theirimplementation, use of common language, and the supports that have beenbuilt in to these programs for staff. Results from this survey will be used toinform future planning for these programs.

$106000 – Wellbeing AP release

$5000 – PBL/Zones of regulationSignage

Next Steps

– Review of current PBL processes

– Continue Mindfulness and Zones of regulation in Semester 1

– Continue to refine and enhance attendance and communication procedures

– Continue with AP Wellbeing roles in each area of the school

– Continue Trauma Informed Practice PL for all staff

– Initiate Wellbeing Hub to support student welbeing processes and initiatives


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Staffing resources –$84827

– Classroom teacher +SLSO

In 2019, Cessnock Public School workedclosely with Aboriginal families and the localAboriginal community, resulting in asignificant strengthening of theserelationships. This year we workedcollaboratively with Korreil Wonnai AECG,students and families on a number ofsignificant school projects and events. Therehas been a genuine and sustained focusupon Aboriginal students being given everyopportunity to have their sense of self andidentity enhanced. This increased focus onstudents' cultural identity has enriched theoverall school experience and success forthese students both inside and outside theclassroom. The school also focused onincreasing the literacy and numeracyoutcomes for Indigenous students throughintensive literacy and numeracy programsimplemented by a classroom teacher and anSLSO. So as to optimise learningopportunities for Aboriginal students atCessnock Public School, staff haveparticipated in a number of relevantprofessional development activities. Theseinclude Connecting To Country, Quicksmart,Multilit and Professional Learning's LeadingAboriginal Education in Your School.

Low level adjustment for disability Staffing – $138731

Flexible – $53227

Flexible funding was utilised to release staff tofurther support the social, emotional andacademic needs of students. Throughout theyear staff were supported in their practice byexecutive staff in curriculum and wellbeingroles. This further enhanced the capacity ofour staff to implement effective, evidencebased teaching and learning programs thatcater for the needs of the students in theirclassrooms, leading to increased learningoutcomes for our students. Staff were alsosupported in developing and monitoringeffective IEPs for relevant students which alsoled to increased learning outcomes.

Socio–economic background $17500 – CASE

$13500 – CCGPS

$20000 – Speech

$106000 – Additional class

$30000 – staff professionallearning

$50000 – technologyresources

$80000 – additional studentlearning support officers

Throughout 2019 Socio–economicbackground funding was usedto further support student learning andengagement. Areas in which these fundswere allocated include Speech Therapy fortargeted students, ongoingprofessional learning for staff in literacy andnumeracy, employment of StudentLearning Support Officers in classrooms,employment of classroom teacher tosupport literacy and numeracyimplementation on K–2 and also theimplementationof technology into all classrooms. Internaldata showed positive student growthin both literacy and numeracy while studentengagement data indicated thatstudent engagement remained constantthroughout the year. This year we continuedour partnership with CHS and 5 partnerprimary schools called the Cessnock


Socio–economic background $17500 – CASE

$13500 – CCGPS

$20000 – Speech

$106000 – Additional class

$30000 – staff professionallearning

$50000 – technologyresources

$80000 – additional studentlearning support officers

Academy of STEM Excellence (CASE). CASEoffered professional learningopportunities for staff and opportunities forstudents to participate in STEMfocused programs with the additional supportof a CASE Project Officerthroughout the year. Additional funds werealso allocated to the CessnockCommunity of Great Public Schools (CCGPS)to implement a range of programs andstrategies across all schools includingKindergarten speech screenings.

Support for beginning teachers $26000 – executive andmentor release to supportbeginning teachers withcurriculum and wellbeingprocesses and procedures.

$30000 – extra release andPL for beginning teachersto support programming,assessment and reporting

Extra release time allowed our beginningteachers time to plan, program and sourceteaching material as well as observation ofother teaching staff. Funds were alsoallocated toward PL opportunities and alsoteacher mentoring.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 155 152 152 154

Girls 141 153 161 164

Student attendance profile

School

Year 2016 2017 2018 2019

K 93.7 90.7 91 93.3

1 87.6 91.3 88.9 90

2 91.6 87.6 89.7 90

3 91 91.6 89.8 90.3

4 92.1 92.8 92.3 88.3

5 90.3 90.9 93 90.3

6 86.5 89.9 91.3 91

All Years 90.3 90.6 90.9 90.4

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 12.14

Learning and Support Teacher(s) 1.3

Teacher Librarian 0.6

School Counsellor 1

School Administration and Support Staff 5.92

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 164,507

Revenue 4,609,857

Appropriation 4,472,617

Sale of Goods and Services 6,226

Grants and contributions 129,410

Investment income 1,604

Expenses -4,801,969

Employee related -4,189,939

Operating expenses -612,030

Surplus / deficit for the year -192,112

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 834,540

Equity Total 811,603

Equity - Aboriginal 84,827

Equity - Socio-economic 534,602

Equity - Language 0

Equity - Disability 192,174

Base Total 2,153,727

Base - Per Capita 80,504

Base - Location 2,392

Base - Other 2,070,831

Other Total 551,434

Grand Total 4,351,304

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinion of students, parents and teachers about the school. Throughout theyear students, parents and staff were invited to participate in a number of surveys and focus groups based on teaching,learning, communication and wellbeing throughout the school. The majority of students surveyed indicated that they feltthe school was a positive place to learn, that staff provided a positive classroom learning environment and that they feltsafe and valued when they come to school.

Teachers and staff responses indicated that they were very happy and that the school was a positive place to work. Allstaff were very happy with the level of professional development and support that they received in their respective rolesthroughout 2019.

Feedback from parents and families was very positive throughout the year, with a high percentage of families happy withthe teaching and learning environment provided at the school. 92% of parents and families surveyed indicated that theywere happy with the level of support their child received throughout the year while 87% of families were happy with thelevel of communication coming from the school regarding their child's progress.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


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