2016 Coopernook Public School Annual Report · All teachers undertook PD in kids matter and SEL program "You Can Do It". 100% community satisfaction on welfare in feedback survey

Coopernook Public SchoolAnnual Report

2016

1632

Printed on: 3 May, 2017Page 1 of 12 Coopernook Public School 1632 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Coopernook 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.

Tania Gilchrist

Principal

School contact details

Coopernook Public SchoolMacquarie StCoopernook, 2426www.coopernook-p.schools.nsw.edu.aucoopernook-p.School@det.nsw.edu.au6556 3162


School background

School vision statement

Coopernook Public School is committed to building strong community partnerships and promoting belonging, equity andexcellence. We provide opportunities for every student to become a caring, socially responsible, confident, creative andsuccessful learner and citizen.

School context

Coopernook Public School is located within a coastal rural village along the Mid North Coast of NSW. The school isproud of its longstanding reputation of being a friendly, caring, safe and rewarding place for children to learn. Its idyllicand spacious grounds provide a picturesque and pleasant learning environment.

Strong associations exist with the other small schools in the area and this network provides additional social, sporting,cultural and academic opportunities for students and professional learning experiences for staff. Current priorities includehigh quality, evidenced based teaching and learning programs and use of learning continuums.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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.

Learning

In this domain we have been focussed towards strengthening our commitment in partnership with ourcommunity through Family Conferences and implementation of Personalised Learning Plans for each child thathave been negotiated through the 3 way process. This has increased positive, respectful relationshipspromoting student wellbeing. This year we have had a relentless focus on assessment and feedback, with staffundertaking professional development and collaborative practice. Our evidence confirms we are sustaining andgrowing in the element of: curriculum and learning.

Teaching

Supporting all staff to achieve personal learning goals and build their capacity, capabilities and expertise inquality teaching practice has been central to our professional learning priorities. All staff have goals thatsupport and enhance our school's strategic directions and priorities. Our evidence confirms we are deliveringin Effective Classroom Practice and Data Skills and Use.

Leading

Our staff have continued to develop their leadership skills and capabilities through strong learning alliances.External professional learning opportunities such as participation in district initiatives. Our leadershippractices strongly promote succession planning, distributive leadership and organisational best practice. Weplan strategically to ensure our financial management is used to gain efficiencies and to maximise resourcesavailable to implement school priorities.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Dynamic and Inclusive learning culture

Purpose

To inspire every student to achieve their full potential by engaging in meaningfuland future–focused learning experienceswhich are engaging, challenging and inclusive.

Overall summary of progress

We have made strong progress in achieving strategic direction 1 of creating learning experiences which are engaging,challenging and inclusive. Teachers have had extensive professional learning focusing on authentic assessment( of, forand as) to ensure students learning needs are met and accurately described against learning continuums. Strongpartnerships have been reinforced and enhanced through the successful implementation of Family Conferences twiceper year. The negotiated,personalised student learning goals have encouraged students to take ownership of theirlearning and encouraged closer relationships between home and school. Through professional learning activities staffhave researched what is meant by 21st Century capabilities. We have adopted a set of skills, knowledge andunderstandings we believe our students need to have access to and acquire for their future success.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

•All students will achieve on allaspects of the Literacy andNumeracy continuums at theirexpected level according to theirPLP.

All students plotted and tracked on Literacy andNumeracy continuums and progress recordedagainst PLP's.

$5200 SES

$2233 Disability

•All students are accurately plottedon PLAN continuums triangulatedby internal and external data.

All students plotted on PLAN each term. Data usedin conjunction with NAPLAN and CTJ data.

•100% of T&L program showevidence of balancedliteracy/numeracy sessions,differentiated learning, 21stCskillsand authentic assessmentstrategies.

All teachers displaying increased 21stC skills.Supervision of teaching programs indicates allteachers are using a balanced numeracy format inmath lessons.

$4167 SES

•Increased student, teacher,community satisfaction levelsannual school survey.

school survey onfirms increase in student, teacherand community satisfaction.m

Next Steps

Focus for 2017 will be professional learning for staff to build their capacity to plan and deliver quality STEM units of workand to further embed creative, critical, collaborative ,citizenship and cooperative opportunities into teaching and learningprograms. Principal will design and lead professional learning highlighting creative and critical thinking. Quality andauthentic assessment and feedback, focussing on writing, will be consolidated through criteria marking and moderationof student work samples. Our Learning Support Team operational guidelines and procedures will be fully implementedand monitored for final adjustments.




Expert Teaching Team

Purpose

Build staff capacity and commitment to ongoing improvement of teaching through provision of progressive and plannedprofessional learning opportunities for staff to work at school, collegial and district levels, to document a set ofprofessional goals, explicitly linked to their needs and to professional standards.


Professional Development Framework(PDF) has been implemented. personal learning goals have been link to schoolpriorities. Lesson observations have been implemented and support PDP for staff. All professional learning has beennegotiated, designed and delivered to support DoE, school and personal requirements. programming and documentationhave been supported through collaborative practices while ensuring DoE standards and expectations are met.




•100% of staff members develop aPerformance and DevelopmentPlan.

All staff developed PDP's that have identifiedindividual professional goals and matched againstschool priorities in at least two goals each staffmember. All staff particpatd in lesson obsevationsboth as the observee and observer.

•100% of staff present evidence tosupport successfulimplementation of PDF.

Evidence of explicit teaching of Speaking andListening skills evident in all C/T programs. Growthof all students measured against English SyllabusOutcomes. And compared with Continuum & PLANdata.

$800 SES

Next Steps

Professional learning package will be designed and delivered by principal to meet the needs of PDPs. Strong links toschool priorities such as STEM and writing will be the focus. Strengthening and expansion of lesson observations will beexplored this year.



Effective partnerships

Purpose

To excel in a culture of high expectations and community engagement that underpins ongoing school improvement andthe professional effectiveness of all school members.


All staff undertook professional develoment in Kids Matter and the SEL program You Can Do It. Kids matter programhas been established and implemeted school wide with communty support. Kids matter and You Can Do It has beenembedded in PDH lessons with explicit teaching of social and emotional skills and language. School welfare policieshave been rewritten/drafted with help of parent and community members.




•All stakeholders are engaged andhave input into schoolimprovement programs.

100% community satisfaction on welfare infeedback survey.

Draft of welfare policy written and ready for furthercommunity consultation.

•A well–patronised early learnersgroup (children under school age)meets regularly.

This was achieved and has been maintained.

100%of teachers developconfidence in teaching skills thatpromote good mental health.

All teachers undertook PD in kids matter and SELprogram "You Can Do It".

100% community satisfaction on welfare infeedback survey.

Reduction of incidences in behavioural logs.

$1186.06 SES

Next Steps

2017 will see one staff member train to be a "You Can Do It" facilitator to ensure continuation of program through comingyears and staff changes.

Continuing to build stronger relationships with community by establishing a working party to further develop a model forSEF. Build the capacity of the community to use data and evidence for strategic improvement.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Targeted students completed MultiLitintervention program. All student wereidentified through NAPLAN, PLAN,benchmarking and collected class data.Students completed program and evidencedimprovement in reading by at least 2 levels.

$1333

Low level adjustment for disability SLSO employed to work with identifiedstudents increasing outcomes of student PLP.

Additional LaS teacher time was dedicatedto identified students resulting in demonstrating growth on Literacy Continuumof at least one cluster.

$3222

Quality Teaching, SuccessfulStudents (QTSS)

100% of staff successfully completed PDPprocess evidenced through annual reviewprocesses

QTSS staffing entitlement

Socio–economic background Explicit teaching of writing is planned,implemented and assessed with consistencyof judgement. Plotting of students againstwriting cluster on literacy continuum hasincreased accuracy.

$11458


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 23 21 22 25

Girls 21 24 21 26

Student attendance profile

School

Year 2013 2014 2015 2016

K 92.9 93.6 96.6 90.9

1 98.3 96.7 94 92

2 90.7 95.9 96.2 89

3 96.1 95.4 96.9 94.6

4 92.1 95.3 96 94.2

5 93.7 94.6 93.6 92.2

6 94.6 95.4 100 92.6

All Years 94.2 95.2 95.7 92

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 1.25

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.17

School Administration & SupportStaff

1.41

Other Positions 0.73

*Full Time Equivalent

No staff identify as Aboriginal/Torres Strait Islander

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

Teachers undertook external Professional Learning inthe areas of Welfare– Kids Matter, 21C Teaching–STEM, and Syllabus– new syllabus implementation.

Staff development days attended by all teaching staffcontained Professional Learning on all mandatoryareas as well as PL in the areas of Classroom TeacherJudgement, Feedback and assessment, differentiationof learning including students with Autism.

In 2016 one teacher gained their proficient accreditationstatus and another continued to maintain their proficientstatus.

all other teachers were not required to gainaccreditation during 2016.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.


Income $

Balance brought forward 34 429.34

Global funds 74 311.05

Tied funds 42 154.85

School & community sources 21 356.62

Interest 771.06

Trust receipts 836.50

Canteen 0.00

Total income 173 859.42

Expenditure

Teaching & learning

Key learning areas 14 140.60

Excursions 5 251.82

Extracurricular dissections 8 744.20

Library 804.46

Training & development 3 527.96

Tied funds 49 303.64

Short term relief 5 663.84

Administration & office 33 424.05

School-operated canteen 0.00

Utilities 13 960.22

Maintenance 16 162.11

Trust accounts 849.00

Capital programs 0.00

Total expenditure 151 831.90

Balance carried forward 22 027.52

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.

<Use this text box to comment on literacy NAPLANdata>

Delete text not required.

<Use this text box to comment on numeracy NAPLANdata>


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

In 2016 we had only 2 students in year 3 (zeroaboriginal) and therefore not a large enough cohort toperform diagnostics. One of these students performedin top 2 bands for all Naplan and the other did not. Year5 students (12 of them including 2 Aboriginal)– gradewide in all Naplan areas saw an increase in percentageof students in top two bands. There is no data forrecent previous years to compare these 2 studentswith. However both students saw excellent personalgrowth in their results– average school scaled growth ofaboriginal students in 2016 was 141.4.


Parent/caregiver, student, teachersatisfaction

In 2016 students, families and staff were invited torespond to surveys. 98% of families, 100% of studentsand 80% of staff participated.

Results: 100% of families felt:

the school was a safe and inclusive environment fortheir children

that the school promotes high expectations of studentlearning

families felt involved, valued and welcome in the school

Majority of our students (98%) felt a positive sense ofbelonging and a commitment to their learning

Policy requirements

Aboriginal education

Coopernook Public School recieved aborigninalbackground funding; our plan included

Specialist teacher employed to support literacy needsof targeted students

3 way family conferences with personalised learningplans negotiated, implemented and reviewed.


MultiLit intervention program

Cultural celebrations during NAIDOC week.

Multicultural and anti-racism education

Acceptance is a core value within our school. Allstudents are explicitly taught and encouraged to betolerant, understanding, accepting and inclusive.

Student learning experiences in 2016 have identifiedand included:

Multicultural aspects included in teaching and learningaccross curriculum areas

Cultural diversity supported within the classroom andthe culture of the school

Racism and discrimination are unfair, unwanted andunacceptable within our school

Everyone has the same right to learn and be accepted.

We will continue to positively acknowledge culturaldiversity through all aspects of the curriculum and ourschool culture.


Documents

2016 Coopernook Public School Annual Report · All teachers undertook PD in kids matter and SEL program "You Can Do It". 100% community satisfaction on welfare in feedback survey