2016 Lochinvar Public School Annual Report · PDF fileIt outlines the findings from self–assessment that reflect the impact of key school strategies for ... achieve success in

Lochinvar Public SchoolAnnual Report

2016

2417

Printed on: 18 April, 2017Page 1 of 15 Lochinvar Public School 2417 (2016)

Introduction

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

Libby Cantwell

Principal

School contact details

Lochinvar Public SchoolNew England HwyLochinvar, 2321www.lochinvar-p.schools.nsw.edu.aulochinvar-p.school@det.nsw.edu.au4930 7223


School background

School vision statement

At Lochinvar Public School we believe that all children can achieve success in their endeavours; academic, social,sporting, cultural, emotional and creative.

Our 21st Century vision is to ensure our students are:

Achieving excellence through opportunity in a quality environment.

Our vision of promoting equity and excellence in our school and encouraging all students to be successful learners,confident and creative individuals is closely aligned to the Melbourne Declaration on Educational Goals for YoungAustralians (December 2008), in which schools play a vital role in promoting the intellectual, physical, social, emotional,moral, spiritual and aesthetic development and well–being of young Australians.

Lochinvar Public School shares this responsibility with students, parents, carers, families and the community.

Our vision is further underpinned by three core values:

Respect– for ourselves, for others and for our environment

Responsibility– for our learning and our behaviour

Pride– always demonstrating our personal best

School context

Lochinvar Public School is situated in the Hunter Valley close to the regional centre of Maitland. The school provides asupportive environment that is focused on student success and family involvement. As a small school, families value theclose relationships that students develop across grades. The school is well respected by its community and students andis often sought after by families looking for a small school experience. At the beginning of 2016 the school had anenrolment of 167 students.

Our school is a community schools serving a small local population and a larger population in surrounding ruralcommunities. It is the only public school in a town situated between expanding residential areas on the New EnglandHighway. The school provides a happy, secure environment where children can develop academically, physically,socially and emotionally and be successful in their learning.

At the beginning of 2016, Lochinvar Public School has 5 permanent teachers and 3 temporary teacher positionsincluding 7 classroom teachers, two executive positions and various part–time specialist support staff. Our FamilyOccupation and Education Index (FOEI) currently sits at around 117. All teaching staff meet the professionalrequirements.

Lochinvar Public School is a proud member of the Rutherford Learning Community of School and engages in partnershipwith five state primary schools and one state high school. Together we work collectively to ensure the provision of qualityprograms and opportunities for all students. Our team of dynamic staff contributes a wide range of experiences and skillsand work collectively to strengthen school systems to enhance successful student learning. This is achieved through theconsistent implementation of school programming initiatives such as L3, Positive Behaviour for Learning (PBL) and LPStargeted whole school numeracy programs.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools

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.

Time was dedicated at School Development Days and through dedicated staff meetings throughout the year to examinethe school plan and assess our progress through identified milestones in order to determine the elements of the SchoolExcellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across theschool and contributed to discussions around expectations and performance. This provided an important overview toensure our improvement measures were strategically aligned to our aspirational goals and expectations.

In the domain of Learning, our efforts have predominantly focused on Learning Culture and Curriculum and Learning.Attention to individual learning needs has been a major focus throughout the year. Through the provision of targetedlearning support, the development and implementation of individualised learning plans and the consistent review ofstudent data has enabled staff to address the learning needs of students more effectively.The strong performance of theschool in continuing to consistently implement Positive Behaviour for Learning (PBL) has reinforced the positive learningculture in our school and has been a key feature in our progress.

Our main focus in the domain of Teaching has been Collaborative Practice and Data Skills and Use. Through anemphasis on collaborative planning and programming in stage teams, staff have developed consistent practices inexplicit teaching and assessment which has enabled continuity of learning and consistency of teacher judgement acrossthe school. Updated scope and sequences and planned differentiation has improved the effectiveness of teachingprograms and classroom practices which are regularly reviewed to ensure best practice for improving student outcomes.Staff have integrated the regular review of student data into their classroom practice which has enabled more effectivetracking of student achievement and planning for student improvement.

In the domain of Leading, our priorities have been Leadership and School Resources. Physical learning spaces are usedflexibly, and technology is accessible to staff and students. Workforce planning supports curriculum provision and therecruitment of high quality staff. Systematic annual staff performance and development reviews are conducted withaspirational professional goals determined and strategically planned for. Parents and community members have theopportunity to engage in a wide range of school–related activities. The school community is positive about educationalprovision and the school is committed to the development of leadership skills in staff and students.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

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

Enhancing the quality of student learning

Purpose

To foster an engaging, inclusive learning environment for all learners that focuses on a commitment to learning and aculture of high expectations that acknowledges success and achievement and promotes life long learning.

Overall summary of progress

This year our whole school focus on tracking student achievement has enabled us to achieve significant progress in thisstrategic direction. Through staff professional development and the allocation of staff meeting time to update scope andsequences and learn about developing individual plans for students, our collective ability to address individual learningneeds has improved significantly.

Learning and support team processes have been enhanced to monitor and plan for student progress in literacy andnumeracy. This has enabled us to develop processes for early identification and intervention as well as develop strongerpartnerships with parents in order to provide a model of support for students that is timely, well planned and delivered atthe point of need.

The culture of the school has been enhanced through the connections that have been established through the localAboriginal Education Consultative Group (AECG). Staff participated in Connecting to Country training and this hascreated the opportunity for staff and students at Lochinvar to develop a deeper understanding and respectfulacknowledgment of Aboriginal culture through participation in a range of cultural activities and teaching initiatives.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

1. PLAN continuum showsstudent growth each term.

2. Personalised Learning Plans(PLPS) for ATSI studentsdeveloped in consultation withstaff, students and carers showan increasedproportion achieving specifiedbenchmarks in literacy andnumeracy.

3. Individualised Education Plans(IEPS) developed in consultationwith staff, students and carersshow an increasedproportion achieving individualised benchmarks in literacy andnumeracy.

PLAN continuum data entered for every studentK–6.

Baseline data established to track growth moreaccurately. Tiered interventions introduced inresponse to identified student need.

Every ATSI student has a Personalised LearningPlan developed in consultation with andcommunicated to parents/carers.

Connecting to Country training Term 1.

Staff have undertaken training in PLASST and beensupported to develop Individual Education Plans forstudents with identified needs. These plans havebeen created in consultation with parents/carers.

$7000 equity funding(PLAN)

$3880 equity fundingAboriginal loading (PLPs,staff professionaldevelopment)

$1500 equity funding

Next Steps

Continue to build on the improved Learning and Support Team processes and strengthen the support for studentsidentified in tier 2 and 3 intervention.

Embed high quality practices for Aboriginal students and extend the links with the local Aboriginal Education ConsultativeGroup (AECG) and local Aboriginal Elders.

Support new staff in the development of Individual Education Plans for students with identified learning support needs.



Promoting quality teaching and leadership

Purpose

To build a dynamic team of professionals by leading and inspiring a culture of collaboration, engaged communication,empowered leadership, targeted professional learning and organisational practices that ensures the delivery of qualityteaching programs and pedagogy.


In 2016 our whole school focus on differentiated learning has enabled us to achieve sustained progress in this strategicdirection. Through staff professional development and the allocation of staff meeting time to learn about differentiatingcurriculum and teaching practice, our collective ability to address individual learning needs and plan for differentiation inour programming has improved significantly. Through innovative approaches utilising technology and the flexible learningspace, students have been exposed to a high level of varied experiences embedded in teaching and learning programsto challenge and inspire their learning.

The implementation of the Performance and Development Framework has enabled staff to engage in a deeper reflectiveprocess that is guiding their professional development at an individual and collective level. Regular monitoring andfeedback processes have been established to discuss progress, support and to plan for further development. Staffreported the value of participating in peer observations and highlighted the importance of specific feedback.




1. Evidence of differentiation in allclass programs.

2. All staff confidently engaging inobservations.

3. All staff have developed anaspirational Performance &Development Plan (PDP).

Assessment data informs teaching practice which isrecorded in programs.

Staff trained in L3–targeted literacy program.

Programs reviewed regularly and feedbackprovided to teachers.

All staff have a Performance & Development Planbased on the Department policy. Staff aredeveloping an understanding of how to best drivetheir own plans.

$3600 professional learningfunds L3 training

$9000 equity fundingQuality Teaching Roundsand Peer Observations

$1500 equity funding PDPdevelopment and review

Next Steps

Staff further develop an understanding of how to best drive their own plans and actively seek feedback and mentoring asan important part of their ongoing growth and professional development.

Continued emphasis on accurately recording differentiation in programming and review regularly providing feedback andprofessional learning opportunities.

Continue with Ongoing Professional Learning (OPL) for staff trained in L3 and train Stage 1 staff in L3 (S1) in 2017.



Fostering quality relationships and community partnerships

Purpose

To strengthen community partnerships to support our students through a school–wide focus on making learning coreschool and community business and working together to provide our students with the opportunities, experiences,knowledge and skills to be engaged and successful 21st Century learners.


With the Wellbeing Framework in place, we have continued to review practices and school systems to strengthen ourapproach to supporting student wellbeing. We have made considerable progress in this area through the consistentimplementation and refinement of Positive Behaviour for Learning (PBL) at Lochinvar. There have been observablechanges in behaviour featuring positive and respectful relationships throughout the school community.

We have strengthened our links to the Rutherford Learning Community which has enabled students to engage in avariety of opportunities including academic, sporting, cultural and creative arts. This has had a positive impact on theculture of the school and has created opportunities to develop reciprocal relationships between us and our local highschool.

Parents and the community continue to engage positively with the school through numerous events and activities. Thishas been another positive achievement as we value the development and maintenance of close working relationshipswith parents and community in order to support students on their learning journey.




1. Increased proportion of parentsand community members activelyparticipating in school andcommunity programs.

2. Increased number of staffcontribute to professionalnetworks across LMG and buildproductive links with the widercommunity to improve teachingand learning.

3. Increased proportion ofinter–school activities within theLMG.

1. Community engagement in school events hascontinued to increase significantly with attendanceat special events like Mother's Day and Father'sDay activities rising to over 100 people. This isattributed to an improved communication strategywith parents.

2. All kindergarten staff are now trained in L3 andcontinued their ongoing professional learning (OPL)this year to consolidate their learning.

3.Students have participated in a number of interschool activities including targeted programs withthe local high school and an inter school sportprogram with local public schools.

$250 Mother's Dayafternoon tea

$300 Father's Daybreakfast

$300 Skoolbag App

$6054 commitment ofliteracy/numeracy funds toLMG initiative

$2000 staff release L3training equity funding

$1500 community event

$1000 targeted sport equityfunding

Next Steps

Planned inclusion of students in local PSSA sport competition and continued involvement in local targeted sportcompetition

Involvement in Rutherford Learning Community activities including sport, choir, CAPA and Year 7 transition.

Improve transition P–K with a focus on building relationships with local mobile preschool.

Parents invited more frequently into the school to celebrate student success and learning.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students have a Personalised LearningPlan (PLP) and are making consistentprogress towards achieving the specifictargets in these plans. Aboriginal students aredemonstrating progress below the averagelevel compared with non–Aboriginal students.Cultural significance is included in all PLPs inconsultation with parents and carers.

During 2016 funding from Aboriginalbackground was utilised to train 3 staffmembers in the Connecting to Countrytraining. Staff feedback reported that thistraining was invaluable and provided themwith the opportunity to engage in professionallearning that would directly support theirindigenous students. This training alsoenabled staff to develop links with the localAboriginal community and led to theestablishment of dedicated weekly group timewhereby Aboriginal students come togetherand participate in story telling, art and dramaactivities.

$3880

Low level adjustment for disability All staff have undertaken trauma training andhave implemented strategies for supportingyoung people in classroom programs.Learning and Support teachers have attendedtermly network meetings to engage inopportunities for networking with othercolleagues as well as professionaldevelopment. This has strengthened theschool's learning and support processes asstaff have been provided with support. Theschool used the Nationally ConsistentCollection of Data (NCCD) to engageteachers in meaningful professional dialogueabout how to cater for the varied needs ofstudents in their classes and the learning andsupport teacher facilitated discussions aboutadjustments to support individual students atfortnightly Learning and Support meetings.

$6532

Quality Teaching, SuccessfulStudents (QTSS)

Lochinvar Public School has establishedcollaborative practices which enable teachersto jointly plan and observe each other'slessons. All stages have developed units ofwork and are beginning to developcollaborative assessment tasks. Teachersreported that this assisted them to improvetheir understanding of student learning andeffective classroom practice. Effectivementoring and peer coaching practicesprovided constructive feedback to individualteachers on lesson delivery, programming,assessment and classroom management.This process enabled teachers to receivesupport to develop individual plans within thePerformance and Development Framework.

0.124 staffing allocation

Socio–economic background This year our consistent focus has been onsupporting students both academically andthrough opportunities that promote wellbeing. Students have participated in a range ofextracurricular opportunities

$31 344


Socio–economic background including sport, creative and performing arts,enrichment days, science and multiculturalactivities that promote the development of thewhole child.

Staff have focused on continuing to developtheir skills, with a particular focus on Literacy,undertaking training in Seven Steps to WritingSuccess and ongoing professional learning inL3.

Staff have also participated in theimplementation of Quality Teaching Roundswhereby they have engaged in opportunitiesto observe the teaching practice of their peersand engage in meaningful discussions withcolleagues around current trends, educationalreforms and strategies for improving theirpractice.

$31 344

Support for beginning teachers Our beginning teacher was released to utiliseadditional planning time one day per fortnightwhereby she has been working onprogramming and the development of wholeschool scope and sequences in History andGeography. Her mentor has supported her todevelop her leadership skills. Beginningteacher funding was also utilised to enableour beginning teacher to coordinate a numberof programs and initiatives in the schoolincluding PBL and ICT. She has attended anumber of professional development coursesfocused on supporting students withdisabilities in her class. Additional time hasalso been allocated for assessment andreport writing.

$13 000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 44 49 62 77

Girls 40 48 63 79

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.3 94.9 95.4 92.7

1 89.4 92.3 96.5 91.4

2 95.3 89.8 94.8 94.9

3 94.9 98.1 87.2 91.2

4 93.7 93.9 95.2 91.9

5 95.9 94.4 94.9 94.9

6 91 94.2 95.8 93.1

All Years 93.6 93.7 94.7 92.8

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 2

Assistant Principal(s) 1

Classroom Teacher(s) 5.59

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.4

School Administration & SupportStaff

1.82

Other Positions 0.04

*Full Time Equivalent

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree

Professional learning and teacher accreditation

Professional learning is valued and recognised as amajor contributing factor for improving the learningoutcomes for students. All staff are committed in theirendeavour to undertake on going professional learningthat develops skills, knowledge and understandings insupport of improving student learning outcomes.

The school planned and conducted staff developmentdays throughout 2016 in addition to weekly professionallearning meetings. In 2016, staff participated in a rangeof professional development opportunities, includingCurriculum Mapping, Syllabus review, Scope andSequence development, Quality Teaching Rounds,Wellbeing Framework, understanding of theProfessional Standards for Teachers, L3, Seven Stepsto Writing Success, Trauma Training and schoolplanning related to the strategic directions within theschool plan.

Professional learning opportunities for all staff arelinked to school priorities outlined in the school plan.Identified individual and group learning goals forprofessional growth are aligned to departmentalpriorities, strategic directions and ProfessionalDevelopment Plans.


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 73 875.61

Global funds 115 248.53

Tied funds 154 447.97

School & community sources 46 535.40

Interest 2 224.40

Trust receipts 5 933.80

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 25 859.96

Excursions 27 417.92

Extracurricular dissections 8 884.59

Library 3 254.11

Training & development 2 817.20

Tied funds 125 430.44

Short term relief 21 584.91

Administration & office 25 345.86

School-operated canteen 0.00

Utilities 16 031.04

Maintenance 28 664.54

Trust accounts 6 222.41

Capital programs 0.00

Total expenditure 0.00

Balance carried forward 0.00

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 toBand 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.




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.

Parent/caregiver, student, teachersatisfaction

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

* Parents indicated that they feel welcome in theschool.

* Parents reported that they felt teachers at LochinvarPublic School provide a stimulating and challengingenvironment for students.

* Parents reported that they felt their child has a clearunderstanding of the rules for school behaviour.

* Parents indicated that they would like to be informedmore regularly about their child's behaviour whetherpositive or negative.

* Students feel they have someone at school whoconsistently provides encouragement and can beturned to for advice.

* Students feel teachers are responsive to their needsand encourage independence with a democraticapproach.

* 95% of students had a high rate of participation insport which supported student feedback that reportedstudents felt happy with the opportunities they had toparticipate in sport and physical activity.

* Staff reported strong, positive leadership thatencourages staff and students to achieve their fullpotential.

* Staff feedback identified an evident enthusiasm andcommitment for continuous school improvement.

* Staff responses indicated a strong commitment tocreating opportunities for parent involvement in schoolevents.

* Staff also reported that building and maintainingpositive relationships with parents and communitymembers was a high priority.


Policy requirements

Aboriginal education

Lochinvar Public School is committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students. In 2016 numerousprograms and professional learning opportunities wereundertaken to support students in their education and inorder to connect students with their culture.

Throughout 2016 these programs included:

* Modifications to our flag pole so both the Aboriginaland Torres Strait Islander flags could be flown proudly

* 3 members of staff attended Connecting to Countryprofessional learning

* Personalised Learning Plans (PLPs) for Aboriginalstudents were developed in consultation with staff,students and carers

* Primary students were provided with support to learnand practice Acknowledgement of Country andencouraged to regularly present this at fortnightlyassemblies and other special events. Studentsexhibited pride in undertaking this opportunity

* Dedicated learning experiences and celebrations forNAIDOC. Students observed a traditional smokingceremony, traditional dance and were able to interactwith Uncle Warren and many of his cultural artefactsand view photographs of local cultural sites

* Integration of Aboriginal perspectives inteaching/learning programs so students can developknowledge and understanding of Australia’s indigenouspeople

* All ATSI students K–6, participated in weekly activitiesin order to give them deeper knowledge of their culturalhistory and customs. These activities culminated at theend of the year with the drama presentation of‘Tiddalick the Frog’

* K–2 ATSI students participated in a 4 week AFLKickstart program

* Students were involved in the research of indigenousplants in preparation for the development of our ‘BushTucker Garden’. Planting was completed at the end ofterm 4.

Multicultural and anti-racism education

2016 saw staff and students at Lochinvar Public Schooldress in orange to celebrate and support Harmony andNo Bully No Way Day. As a school we celebrated thefact that Australians come from all over the world.

As a whole school we enjoyed the rotation of Africandrumming, Asian inspired cooking, Australian beading,traditional African customs and our No Bully No Waypledge. Students from cultural backgrounds wereencouraged to share their culture and invited to weartraditional clothing.

Lochinvar Public School is a place where bullying isnot welcomed, it is a safe place where ‘EverybodyBelongs’. Students dressed in orange and their goldcoin donation was donated to the Aboriginal LiteracyFund.

NAIDOC day was another huge success with manylearning opportunities to celebrate the day. Our day ofrecognition began with a welcome ceremony with ourAboriginal students performing the Acknowledgementof Country and raising the ATSI flags. Inviting UncleLeon and his family to perform a traditional smokingceremony was very special, as were the traditionalAboriginal dances and stories they performed.

Students participated in a range of significant Aboriginalactivities including bush tucker cooking and tasting,Dreamtime stories and traditional Aboriginal games.Uncle Warren shared an amazing array of traditionalAboriginal artifacts and displayed many significantphotographs.


Documents

2016 Lochinvar Public School Annual Report · PDF fileIt outlines the findings from self–assessment that reflect the impact of key school strategies for ... achieve success in