2016 Jugiong Public School Annual Report...Jugiong students benefit from a music program (marimbas and ukulele) delivered by a tutor from the Young Regional School of Music each week

Jugiong Public SchoolAnnual Report

2016

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Printed on: 3 April, 2017Page 1 of 21 Jugiong Public School 2245 (2016)

Introduction

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

Judith McFadyen

Principal

School contact details

Jugiong Public SchoolFlyde StJugiong, 2727www.jugiong-p.schools.nsw.edu.aujugiong-p.School@det.nsw.edu.au6945 4210

Message from the Principal

The annual report for 2016 is provided to the community of Jugiong Public School as an opportunity to reflect on school’soperations and achievements through the year.

It gives a detailed account of the progress the school has made to provide high quality educational opportunities for allstudents, asset out in our school plan. It outlines the findings from self–assessment that enables us to reflect on theimpact of key school strategies for improved learning and the benefit to the students from the expenditure of resourcesincluding equity funding.

2016 has been the year of “Breaking Down the Barriers”at Jugiong PS and this report reflects the impact of the highquality educational learning programs and opportunities that have been offered to the students of Jugiong to break downthe barriers of isolation and size.

The staff at Jugiong remain at the centre of all experiences that the children have, and at times 2016 has been achallenging year. Our numbers dropped to 24 students. This meant that our staff entitlement changed resulting in Ms Yubeing at JPS only until her nominated transfer came through, a reduction in administration hours for Mrs Sheahan and areduction in part time staff hours.

Our school’s success is underpinned our School Vision to create a culture of learning that empowers and motivatesstudents to reach their true potential every day.

Firstly, we have a highly–dedicated team at Jugiong who work collaboratively to provide an inclusive environment whereall students are nurtured and encouraged to engage, challenge and support their learning and reach their potential.

Secondly, our students, staff and parents have built a positive community culture in which we each have a sense ofengagement and collective well–being.

Thirdly, Jugiong enjoys a collaborative, dynamic culture of innovation and best practice, which ensures learning forstudents is based on consistent, sustainable, quality educational delivery.

At a review of our School Plan, staff aligned each of our three strategic directions to the School Excellence Framework.This confirmed that our strategic directions are about building the capacity of our students to improve their learningoutcomes through well–being and building anew positive learning culture – breaking down the barriers to learning.Evidence tells us that we what we are doing here is making a difference.

The following key features of our achievements for Jugiong Public School in 2016 were identified: • HOW2Learn still underpins all that we do in changing the learning culture and has set the groundwork for the new


phase of learning at Jugiong for everyone. • All staff participated in the Accelerated Literacy program to implement quality teaching strategies. • All staff implemented the PRIME Maths program to ensure consistency in implementing quality teaching of maths. • The Archibull sustainability in agriculture journey about wool enabled our students to engage with learning in such a

different way. Research and writing skills, maths and science, global connections, computer skills includingblogging and infographics, media, art design and creating and music were all a part of this project.

• The administration upgrade of a new staffroom, office and principal’s office has been completed. • Our vision for our flexible learning spaces has become a reality through the generosity of the P&C. Each classroom

has new furniture which provides learning spaces that encourage and nurture. Judy McFadyen

Principal


School background

School vision statement

Jugiong Public School creates a culture of learning that empowers and motivates students to reach their true potentialevery day.

School context

The village of Jugiong is situated on the Murrumbidgee River, along the Hume Highway between Yass and Gundagai.Jugiong Public School is a small, isolated rural school in the Cootamundra Principal’s Network. It is a proud member ofthe Murrumboola Learning Community (MLC). The school provides an education for students drawn predominantly fromthe rural areas surrounding the village.The school has two multi–stage classes – K–2 and 3–6. Students at JugiongPublic School are involved in learning experiences that foster dynamic learning and establish confident, creativeindividuals who are active and informed citizens.

The school implements HOW2Learn, a strategy focused on building student’s capacity to learn, through explicitlyteaching dispositions and habits to develop a learning culture that enables students to be self–aware of their learning,use the language and dispositions of successful learners and share a belief that intelligence is able to be learned and isexpandable. At JPS students participate in Project Based Learning which provides the students opportunities to activelyexplore real–world problems and challenges and acquire deeper knowledge.

JPS, along with its’ MLC partners, will be part of the Yalbinyagirri – Learning for the Future Project. Yalbinyagirri aims tofoster a living history and continuing reconciliation journey by embedding local Wiradjuri history, culture and contributionsin authentic learning experiences. As part of the project. JPS has been the recipient of an Eco Schools Grant of $3500 tocreate a traditional Wiradjuri garden and landscape, including a yarning place. Students will learn about totems, localculture and practices and Dream Time stories.

Jugiong students benefit from a music program (marimbas and ukulele) delivered by a tutor from the Young RegionalSchool of Music each week. In addition to class lessons, students are able to access group and individual tuition in guitarand keyboard.

JPS is part of the Sporting Schools Program. This has introduced students to a variety of sports that they may notnormally have easy access to, including, cricket, tennis, athletics and orienteering.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading. Our self–assessment process will assist the school torefine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to ourstudents.

Learning

Learning Culture

Delivering • All teaching staff understand that student engagement and learning are related, with the school communicating

priorities for strengthening both. • Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as

classroom, playground, hallways, canteen and assemblies. • School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students

with disability and students for whom English is a second language).


• Attendance rates are regularly monitored and action is taken promptly to address issues with individual students.Sustaining and Growing

• All teaching staff understand that student engagement and learning are related, with the school communicatingpriorities for strengthening both.

• Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such asclassroom, playground, hallways, canteen and assemblies.

• School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, studentswith disability and students for whom English is a second language).

• Attendance rates are regularly monitored and action is taken promptly to address issues with individual students. • There is demonstrated commitment within the school community to strengthen and deliver on school learning

priorities. • Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring

good conditions for student learning. • Well–developed and current policies, programs and processes identify, address and monitor student learning

needs.Overall rating – Sustaining and Growing

Wellbeing

Delivering • Students, staff and the broader school community understand the behaviours, attitudes and expectations that

enhance wellbeing and lead to improved student outcomes. • The school has identified aspects of, and factors contributing to, wellbeing in the delivery of teaching and learning. • Students are taught to accept responsibility for their own behaviours as appropriate to their age and level of

understanding, as expressed in the behaviour Code. • The school encourages students to recognise and respect cultural identity and diversity. School staff maintain

currency of knowledge about requirements to meet obligations under Keeping Them Safe.Sustaining and Growing

• The school consistently implements a whole–school approach to well–being that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment.

• Quality teaching and professional practice are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development.

• Students care for self, and contribute to the wellbeing of others and the wider community.Overall rating – Sustaining and Growing

Curriculum and Learning

Delivering • Curriculum provision meets community needs and expectations and provides equitable academic opportunities. • The school has an effective plan for student transitions in place. School plans elaborate on what all students are

expected to know, understand and do. • Curriculum delivery integrates technology, library and information services. • The school provides a range of extra–curricular offerings for student development. • Teachers differentiate curriculum delivery to meet the needs of individual students.

Sustaining and Growing • Curriculum provision is enhanced by learning alliances with other schools and organisations. • The school actively collects and uses information to support students’ successful transitions. • Teachers involve students and parents in planning to support students as they progress through the stages of

education. Excelling

• The school establishes active partnerships and works collaboratively to ensure continuity of learning for students. • Extra–curricular learning opportunities are significant, support student development, and are strongly aligned with

the school’s vision, values and priorities.Overall rating – Sustaining and Growing


Assessment and Reporting

Delivering • The school analyses internal and external assessment data to monitor, track and report on student and school

performance. • Individual student reports include descriptions of the student’s strengths and areas of growth. • Teachers set transparent criteria for student assessment and have in place principles of consistent assessment and

moderation. • Parents are updated on the progress of their children.

Sustaining and Growing • The school has developed explicit processes to collect, analyse and report internal and external student and school

performance data. • Student reports contain detailed information about individual student learning achievement and areas for growth,

which provide the basis for discussion with parents. • Students use assessment and reporting processes to reflect on their learning. • Parents have an understanding of what their children are learning and receive regular information to support

progression to the next level. • The school has analysed school performance data and a range of other contextual information and is aware of

trends in student achievement levels.Overall rating – Sustaining and Growing

Student Performance

Measures

Delivering • The school achieves value–added results. • Students are at or above national minimum standards on external performance measures. • Students are showing expected growth on internal school performance measures.

Sustaining and Growing • The school: – achieves good value–added results, and/or – around 20 per cent of students achieve at high levels of

performance on external performance measuresOverall rating – Sustaining and Growing

Teaching

Effective Classroom Practice

Delivering • Teachers regularly review and revise teaching and learning programs. • Teachers routinely review previous content and preview the learning planned for students in class. • All classrooms are well managed, with well–planned teaching taking place, so that students can engage in learning

productively, with minimal disruption.Sustaining and Growing

• Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of theirown teaching practices.

• Teachers provide explicit, specific and timely formative feedback to students on how to improve.Excelling

• The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidencebased practice.

Overall rating – Sustaining and Growing


Data Skills and Use

Delivering • Teachers analyse and use student assessment data to understand the learning needs of students. • The school’s professional learning builds teacher skills in the analysis, interpretation and use of student

performance data. • Data analysis informs the school’s learning goals and monitors progress towards them. • School analysis of student performance data is provided to the community on a regular basis. • The school leadership team regularly uses data to inform key decisions.

Sustaining and Growing • Teachers incorporate data analysis in their planning for learning. • Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps for

improvement. • The school leadership team engages the school community in reflecting on student performance data.

Overall rating –Sustaining and Growing

Collaborative Practice

Delivering • Executive, staff, faculty/stage, team and other meetings are used to review the curriculum and to revise teaching

and learning programs. • Staff regularly evaluate teaching and learning programs including the assessment of student outcomes.

Sustaining and Growing • Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular

student groups. • Teachers provide and receive planned constructive feedback from peers, school leaders and students to improve

teaching practice. • Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership

practice. • The school identifies expertise within its staff and draws on this to further develop its professional community.

Excelling • Teachers collaborate within and across stages and faculties to ensure consistency of curriculum delivery, including

strategies for differentiation and consistency of teacher judgement. • School–wide and/or inter–school relationships provide mentoring and coaching support to ensure the ongoing

development of all staff.Overall rating – Sustaining and Growing

Learning and Development

Delivering • Teachers participate in professional learning targeted to school priorities and their professional needs. • The school has effective professional learning for induction, teaching quality, leadership preparation and leadership

development. • The school has processes in place for teachers’ performance and development. • Beginning and early–career teachers are provided with targeted support in areas of identified need. • Analysis of the teaching team identifies strengths and gaps, with succession planning in place to build staff

capabilities and recruit staff with particular expertise to deliver school improvement targets.Sustaining and Growing

• Teachers actively share learning from targeted professional development with others. • There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning

activities focused on building teachers’ understandings of effective teaching strategies in these areas. • Teachers are actively engaged in planning their own professional development to improve their performance.



Professional Standards

Delivering • Teachers understand and implement professional standards and curriculum requirements. • Staff attainment of professional learning goals and teaching requirements are part of the school’s performance and

development processes. • The school has a culture of supporting teachers to pursue higher–level accreditation. • Teachers are committed to their ongoing development as members of the teaching profession. • Teachers demonstrate currency of content knowledge and teaching practice in all their teaching areas.

Sustaining and Growing • Teachers demonstrate responsibility,adaptability and ethical practice in working towards the school’s goals. • Teachers work beyond their classrooms to contribute to broader school programs.

Excelling • The teaching staff of the school demonstrate and share expertise, have very high levels of contemporary content

knowledge and teaching practices, and rely on evidence–based teaching strategies.Overall rating – Excelling

Leading

Leadership

Delivering • Parents and community members have the opportunity to engage in a wide range of school–related activities. • The school community is positive about educational provision. • The school is committed to the development of leadership skills in staff and students. • Links exist with communities of schools, other educational providers and other organisations to support the school’s

programs. • The school’s leadership strategy promotes succession planning, distributed leadership and organisational best

practice.Sustaining and Growing

• The school solicits and addresses feedback on school performance. • Leadership development is central to school capacity building. • The school has productive relationships with external agencies such as universities, business, industry and

community organisations to improve educational opportunities for students.Excelling

• Staff have purposeful leadership roles based on professional expertise. • The school community is committed to the school’s strategic directions and practices to achieve educational

priorities. • The school leadership team makes deliberate and strategic use of its partnerships and relationships to access

resources for the purpose of enriching the school’s standing within the local community and improving studentoutcomes.


School Planning, Implementation and Reporting

Delivering • Staff, students, parents and the broader school community are welcomed and engaged, when possible, in the

development of the vision, values and purpose for the school. • The three–year school plan has annual iterations focused on achieving identified improvements. • The school articulates a commitment to equity and high expectations for learning for each student and is

responsive to changing needs. • The school plan aligns to local and system priorities and ensures responsiveness to emerging needs. • An evidence base, drawn from the collection and analysis of learning and development data, is used to review

performance annually.


• Planning and implementation includes processes for resource allocation, professional learning, performancemonitoring and reporting.

Sustaining and Growing • There is broad understanding of, and support for, school expectations and aspirations for improving student

learning across the school community. • Staff are committed to, and can articulate the purpose of, each strategic direction in the school plan. • Monitoring, evaluation and review processes are embedded and undertaken routinely. • Clear processes, with accompanying timelines and milestones, direct school activity towards effective

implementation of the school plan.Excelling

• The school uses evidence–based strategy and innovative thinking in designing a school plan that delivers ongoingimprovements in student outcomes.

• The school successfully fosters collaboration with key stakeholders in the development of the school vision,strategic directions and annual plans.

• Established processes build the capacity of the school community to use data and evidence for strategic schoolimprovement.


School Resources

Delivering • School staffing ensures that full curriculum implementation and delivery requirements are met. • Systematic annual staff performance and development reviews are conducted. • The school’s financial and physical resources and facilities are well maintained, within the constraints of the school

budget, and provide a safe environment that supports learning. • School and other facilities are used creatively to meet a broad range of student learning interests and needs.

Sustaining and Growing • Workforce planning supports curriculum provision and the recruitment of high quality staff. • Strategic financial management is used to gain efficiencies and to maximise resources available to implement the

school plan. • Physical learning spaces are used flexibly,and technology is accessible to staff and students.

Excelling • Succession planning, leadership development and workforce planning are designed to drive whole–school

improvement.Overall rating – Sustaining and Growing

Management Practices and Processes

Delivering • The school leadership team communicates clearly about school priorities and practices. • Administrative practices effectively support school operations and the teaching and learning activity of the school. • Accountability practices are tied to school development and include open reporting to the community. • The school leadership team creates an organisational structure that enables management systems, structures and

processes to work effectively and in line with legislative requirements and obligations.Sustaining and Growing

• There are opportunities for students and the community to provide constructive feedback on school practices andprocedures.

• Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement.Excelling

• Practices and processes are responsive to school community feedback. • Administrative practices provide explicit information about the school’s functioning to promote ongoing

improvement.Overall rating – Excelling


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

Student Learning – Motivated and engaged high performing learners.

Purpose

To empower all students to engage, challenge and support their learning and reach their potential.

Overall summary of progress

Regular data on the achievements, progress,strengths and weaknesses of individual students are used in all classroomsto make judgements about individual needs, to identify appropriate starting points for teaching and to personaliseteaching and learning activities.

Reports to parents and carers include details of how learning opportunities have been tailored to individual needs and ofthe progress individuals have made.

The school establishes active partnerships and works collaboratively to ensure continuity of learning for students. Theschool’s involvement in How2Learn is an active example of these partnerships.

Curriculum programs and teaching practices effectively develop the knowledge,understanding and skills of all students,using evidence–based teaching practices and innovative delivery mechanisms where appropriate.

Extra–curricular learning opportunities are significant, support student development, and are strongly aligned with theschool’s vision, values and priorities.

Curriculum provision is enhanced by learning alliances with other schools and organisations.

Individual learning is supported by the effective use of school, system and community expertise and resources throughcontextual decision–making and planning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• 100% students are at, orbeyond expected clusters on theLiteracy and NumeracyContinuum.

Student's reports included a Personalised LearningPlan for parents using the data from the LiteracyContinuum.

Stage 2 and 3 staff and students continue todevelop confidence and competence in using theWriting and Reading aspects of the LiteracyContinuum.

Collaborative professionaldevelopment and mentoringby staff. • Quality Teaching,Successful Students(QTSS) ($1828.00)

• 100% of students will achievegrowth from Yr3 to Yr5 asevidenced by NAPLAN andstandardised data.

Analyisis of data indicates that 100% of studentshave achieved growth in Literacy and Numeracy, asevidenced by NAPLAN, standardised and schoolbased data

• Learning SupportTeacher Funding– $10202 • Flexible Funding– $2076 • Literacy and Numeracyfunding– $673 • Socio–economicbackground ($1345.00) • Low level adjustment fordisability ($12278.00)

• 100% of students are engagedin learning that is personalised tomeet their needs and enablesthem to achieve their SMARTgoals.

Staff and students have developed confidence andcompetence in using HOW2Learn strategies.

HOW2Learn ready to be fully implementation in2017.

Professional Learning–$5073

Needs Based Funding–$14267


Next Steps

Students will demonstrate an understanding of the level of learning they are operating at and will use an increasingvariety of strategies to improve learning outcomes.

Students and staff use the connected classrooms and VC’s to communicate and collaborate increasing learningopportunities for the students.

All students are at, or beyond expected clusters for their year level on the Literacy and Numeracy Continuum.

All students will achieve growth in literacy and numeracy from Yr3 to Yr5 as evidenced by NAPLAN and standardiseddata.

All students are engaged in learning that is personalised to meet their needs and enables them to achieve their SMARTgoals.



School Culture – Building an inclusive collaborative, engaged school community.

Purpose

To build a positive community culture so everyone has a sense of engagement and collective well–being.


Positive and respectful relationships across the school community underpin a productive learning environment, andsupport students’ development of strong identities as learners.

There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.

Positive, respectful relationships are evident among students and staff, promoting student well–being and ensuring goodconditions for student learning.

Well–developed and current policies, programs and processes identify, address and monitor student learning needs.

Students are self–aware, build positive relationships and actively contribute to the school, the community and the societyin which they live.

The school consistently implements a whole–school approach to well–being that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment.

Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhancewell–being and lead to improved student outcomes.




• 100% of school communitywork towards building strongrelationships as indicated by anincrease in attendance at P&C,information sessions andcommunity events.

Improved attendance of parents at informationsessions.

Surveys completed and data analysis indicatespositive support.

Follow up action plans being developed for2017.

Community consultationfunding– $1800

• 100% of students surveyedagree that their individual andcollective cognitive, emotional,social, physical and spiritualwellbeing is supported within theschool community

Surveys completed and data analysis showsstudents' wellbeing is being supported.

Follow up action plans being developed for 2017.

• 100% parents surveyed agreethat learning is at the centre ofdecision making and that workingcollaboratively has a positiveimpact on their child’s education.

Surveys completed and data analysis indicatesparents believe working collaboratively is having apositive impact on their chid's learning.

Follow up action plans being developed for 2017.


Next Steps

The school community work towards building strong relationships as indicated by an increase in attendance at P&Cinformation sessions and community events.

All students agree that they make active contributions to their school and community.

All parents agree that learning is at the centre of decision making and that working collaboratively has a positive impacton their child’s education.

Students will be engaged in opportunities that are relevant to their stages of learning,development and their communityenabling them to connect, succeed and thrive as future focussed learners.

The school and families share responsibility for student learning and well–being.

Parents will develop a deep knowledge of the value of their child’s education and how they can support them to reachtheir potential as learners.



Leader/Teacher Learning Innovative, responsive and dynamic educational practice, leadership and management.

Purpose

To build leadership capacity through a dynamic, collaborative culture of innovation and best practice. To ensure learningfor students is based on consistent, sustainable quality educational delivery.


Quality teaching, assessment and the use of effective feedback have been a key professional learning focus in 2016 toachieve this strategic direction, based on the research of Professor John Hattie.

All teachers have been trained in two important literacy and numeracy initiatives – Accelerated Literacy (AL) and TEN(Targeted Early Numeracy).

These initiatives are having a significant impact on student learning, particularly for equity groups in the early years ofschooling.

The continued involvement in HOW2Learn will also assist teachers in developing 21st century teaching strategies.




• 100% of the staff participate inprofessional learning that alignswith the school’s strategicdirections and individualprofessional learning plans.

Evidence of embedded practise in programs andclassrooms. Professional learning plans havepromoted continual discussions on improvingstudent learning.

Ongoing use of PL funds asrequired.

• 100% of teachers demonstrateevidenced professional growthagainst the Australian Nationalteaching Standards and the NSWPerformance DevelopmentFramework.

Evidence in programming and planning indicates agrowth in the understanding of the AustralianNational Teaching Standards.

School funds.

• 100% of staff, students andparents are able to articulateunderstanding of the school’svision statement and strategicdirections.

Surveys, feedback,– anecdotal and formal meetingsshow development in knowledge of the schoolvision and strategic directions.


Next Steps

Staff take responsibility for changes in pedagogy required to implement quality programs and innovative practices thatengage and challenge students resulting in improvements in student outcomes.

Staff demonstrate evidenced professional growth against the Australian National Teaching Standards and the NSWPerformance Development Framework.

Staff, students and parents are able to indicate an awareness and understanding of the school’s vision statement andstrategic directions.

Staff work collaboratively, demonstrate and share expertise, having developed very high levels of contemporary contentknowledge and teaching practices, relying on evidence–based teaching strategies to underpin their work.

Staff will be supported in their professional learning, as well as being involved in performance and developmentprocesses that facilitate their professional growth and the provision of quality teaching and learning.


Key Initiatives Impact achieved this year Resources (annual)

Low level adjustment for disability Employment of 0.1 of a LSC for the full year.

Employment of an SLSO

Low level adjustment fordisability funding – $12278

Learning Support TeacherFunding – $10202

Literacy and Numeracyfunding – $673

Flexible Funding – $2076

Jugiong P & C – $10000

• Low level adjustment fordisability ($12 278.00)

Quality Teaching, SuccessfulStudents (QTSS)

Student portfolios, students writing SMARTgoals and use of SeeSaw all on track anddevelopment to be continued into 2017.

QTSS – $1828

Professional Learning –$5073

School funded professionallearning – $657

Community consultation –$1800,

Socio–economic background Employment of 0.1 of a teacher for the fullyear.

Employment of an SLSO

Socio–economicbackground – $1345


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 12 17 14 11

Girls 12 18 15 13

Student attendance profile

School

Year 2013 2014 2015 2016

K 98.9 92 98.9 74.6

1 93.3 100 93.1 96.8

2 92.9 90.4 97.8 90.3

3 95.9 87.6 92.6 97.3

4 94.6 94.8 93.3 89.8

5 95.8 90.4 97.5 89.8

6 95.5 93.8 92.5 98.3

All Years 94.6 91.6 94.1 89.8

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) 0.13

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration & SupportStaff

0.68

Other Positions 0.43

*Full Time Equivalent

The Indigenous composition of the school’s workforceis nil.

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 50

Professional learning and teacher accreditation

A total of $5730.00 was spent from the ProfessionalLearning tied fund and from the school’s global budgetin 2016. The average expenditure per teacher onprofessional learning, at the school level was $1900.00.Some of this expenditure came from tiedfunds(specifically set aside for this purpose by theDepartment).

This enabled staff to attend professional learningactivities throughout the year. These included staffundertaking training in PLAN,TEN and Quality Literacy(AL) as well as attending conferences.

All staff members (teaching and non–teaching) haveupgraded CPR certificates. Also at our staffdevelopment days (SDD) and during regular weeklystaff meetings, mandatory training was completed onChild Protection, Code of Conduct, Welfare, Health andSafety as well as curriculum development andbehaviour management training.

Whole school planning, evaluation and assessment ofcurriculum and management were also addressed withSASS staff also attending training and development.

In 2016 all staff at JPS meet The NSW EducationStandards Authority (NESA) standards as proficientteachers. No teachers have been working towardsaccreditation, whilst another two are working atmaintaining proficient accreditation.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.


Income $

Balance brought forward 43 818.53

Global funds 74 533.26

Tied funds 24 427.85

School & community sources 20 231.62

Interest 899.90

Trust receipts 7 213.35

Canteen 0.00

Total income 171 124.51

Expenditure

Teaching & learning

Key learning areas 34 743.23

Excursions 1 068.66

Extracurricular dissections 1 928.99

Library 358.10

Training & development 0.00

Tied funds 29 952.52

Short term relief 3 089.07

Administration & office 26 276.42

School-operated canteen 0.00

Utilities 11 572.51

Maintenance 16 712.50

Trust accounts 1 808.13

Capital programs 0.00

Total expenditure 127 510.13

Balance carried forward 43 614.38

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.

NAPLAN privacy – As a small school we cannot reportspecific whole school data as the cohort numbers arebelow 10 students in Year 3 and 5.

<You may choose to use this text box to comment onliteracy NAPLAN data>

Delete text not required.

<You may choose to use this text box to comment onnumeracy NAPLAN data>

Delete text not required.

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.

JPS achievement in the top two bands for reading andnumeracy.

Reading: Year 3 – 0% Year 5 – 20%

Numeracy: Year 3 – 0% Year 5 – 0%

This data is provided in accordance with the Premier’spriorities: Improving education results.

Parent/caregiver, student, teachersatisfaction

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

In 2016, the school sought the opinions of parents,students and teachers about the school. Theirresponses are presented below.

Parent satisfaction with JPS continues to be very highwith 100% of surveys returned either strongly agreeingor agreeing that JPS, as a learning community, is an


attractive and well–resourced school that is connectedto the community and welcomes parental involvement.

They also indicated that parents are encouraged tocontact the school to discuss concerns relating to theirchild. Comment was made that the school valuesdifferent ways of learning and wants to develop the'whole self' for students through different and variedlearning activities.

100% of parents also strongly agreed or agreed thatstudents are the school's main concern and that JPShas competent teachers who set high standards. Anumber of parents made specific comments that theschool was friendly, caring, warm and very welcomingto new students.

All students, through the Kids Matter surveys,acknowledged that they are positively supported atschool, they feel safe and believe the staff know how todeal with bullying and harassment problems.

100% of students also indicated that 'learning' was thereason they are at school, indicating they were beingtaught strategies to work as part of a team and alsohow to use these strategies to solve new and differentproblems.

The staff of JPS are very proud of the school and thejob that they are undertaking as leading learners. Staffare committed to setting high standards of achievementfor all students that attend the school.

Policy requirements

Aboriginal education

School programs support Aboriginal Education andaspects of Aboriginal perspectives, culture and historyare taught in the school.

Aboriginal Education is integrated across all keylearning areas (KLAs) with particular emphasis inhistory (H);

During inter–school visits opportunities were developedto expose students to a variety of Aboriginal cultureincluding music, dance and food.

Multicultural and anti-racism education

Whilst there are no students from non–Englishspeaking background (NESB) enrolled at JugiongPublic School, the cultural diversity of our nationcontinues to be recognised and celebrated in theschool across various KLAs.

Units of work are linked to the achievement ofoutcomes through the study of countries, cultures andworld events. In Term 1 the school took part inHarmony Day Celebrations and in Term 2 studentsparticipated in the Mutli–Cultural Public SpeakingCompetition.

Other school programs

Archibull

In 2016, the staff and students took on an innovativelearning program; ‘The Archibull Prize’. This focused onSTEM (science,technology, engineering andmathematics) which encouraged students to recordtheir STEM learning through artistic expression on ourcalf, ‘Murrum–Bridget’.

The Archibull sustainability in agriculture journey aboutThe Australian Wool Industry enabled our students toengage with learning in such a different way. Researchand writing skills, maths and science, globalconnections, computer skills including blogging andinfographics, media, art design and creating musicwere all part of this project. It was a highlight to make itto Sydney for the finals in the Infographic and Blog.

Beatrix Hyles and Isabelle Leseberg accompaniedKarina Lenehan and Stephanie Corkhill–Hyles to TheSydney Showground, where Jugiong Public Schoolachieved Highly Commended in ‘Primary School BestBlog’ category. What an achievement for the studentsand staff of our small school!

HOW2Learn

In 2016, all staff and students continued our


How2Learn journey. This was led by Karina Lenehanand remains to be an ongoing focus within our schooland the community.

How2Learn is a strategy focused on students’ capacityto learn. How2Learn is not a program, but an attitude,which involves a change in school culture. It was arewarding year, with huge growth in a shift in thestudents' learning culture.

Students are empowered with their own learning andare developing the 5 dispositions of Resilience,Responsibility, Resourcefulness, Reflectiveness andReciprocity.

This is an ongoing strategy which we continue toembed into all areas of our school.

Premier's Reading, Spelling and Sporting Challenge

The Premier's Reading, Spelling and SportingChallenges was offered to all children in 2016. Allstudents were involved in both the Reading andSporting Challenges.

The Reading Challenge aims to encourage a love ofreading for leisure and pleasure in students, and toenable them to experience quality literature. It is not acompetition but a challenge to each student to read, toread more and to read more widely. Every student andstaff member participated in the Premiers SportingChallenge this year. We made it a priority to beinvolved in physical activities at play times in order toreceive our Gold Awards.

Several students participated in the school spellingchallenge with four students selected to travel toWagga Wagga to compete in The Premier's SpellingChallenge.

Public Speaking

2016 has been another successful year for publicspeaking. Public speaking is fostered through theinternal, class–based public speakingcompetition. Individual students were also selected forexternal competitions. In 2016 four students, BillElphick, Regan Manton, Tilly Coggan and ChelceaRobertson were selected to participate in the RegionalMulticultural Perspectives Public Speaking Competition,run by the NSW DEC Performing Arts Unit. Throughoutthe process, students developed a range of invaluableskills which they will be able to implement in futureyears.

ICAS

In 2016 students were offered the opportunity toparticipate in a variety of ICAS exams. Considering thesmall cohort of students, we were thrilled tocongratulate students on receiving certificates rangingfrom Participation to High Distinction.

Music Count Us In

In 2016 we participated in the Music Count Us Inprogram again. Students learnt, rehearsed, andengaged in the song, “Let it Play”. The lyrics fitted inperfectly with How2Learn. We sang at the same timeas thousands of children across Australia. We alsoperformed this song beautifully on Presentation Night.

Sport and Sporting Schools

Jugiong Public School has a long tradition of excellentteam and individual achievements in sports.

The students have had great opportunities toparticipate in a number of sports at school, district andregional levels.

During the year they have participated at MurrumburrahPublic School Athletics, Cross Country, IntensiveSwimming, Arabin Cup T–Ball, Milo Blast Cricket andthe Small Schools Swimming Carnival.

Students competed at District and Regional swimmingand cross country.

2016 was a successful year as a Sporting School. MrsJones, our Sporting Schools Coordinator introduced thestudents to orienteering and athletics and continuedskill development in cricket, touch football and tennis.The highlight of the year was the success of the Year3/4 Hotshots team, who were successful in reachingstate finals held at Homebush.


Documents

2016 Jugiong Public School Annual Report...Jugiong students benefit from a music program (marimbas and ukulele) delivered by a tutor from the Young Regional School of Music each week