2017 Rosewood Public School Annual Report...Rosewood€€Public School is in the south west slopes, eighteen kilometres west of€Tumbarumba. It is a one teacher school with an enrolment

Rosewood Public SchoolAnnual Report

2017

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Printed on: 13 April, 2018Page 1 of 10 Rosewood Public School 2996 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Rosewood 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.

Cameron Bremner

Principal

School contact details

Rosewood Public SchoolHumula StRosewood, 2652www.rosewood-p.schools.nsw.edu.aurosewood-p.School@det.nsw.edu.au6948 8261


School background

School vision statement

We believe that by working in partnership within and beyond the school in a strategic and purposeful way, we will inspireand develop confident, creative and innovative individuals, critical thinkers and problem solvers, and engaged learners,leaders and responsible and productive citizens. Our legacy will be building the capacity of our community for a betterfuture.

School context

Rosewood Public School is in the south west slopes, eighteen kilometres west of Tumbarumba. It is a one teacherschool with an enrolment of 21 students from K–6.

The school provides education for students drawn predominantly from the township of Rosewood and a small numberof students from outlying farms. There are 13 families with a total of 21 students enrolled for 2017.

The school structure consists of one multi–grade class with one full time Teaching Principal. The part time staffinclude: one School Administration Manager, one General Assistant, one Student Learning Support Officer and one parttime temporary teacher. The school is based on student centred learning and emphasises programs based on theindividuals needs and whole child development. The school is generously supported by the community. The school iswell resourced and has a bright, energetic atmosphere.

With committed neighbourhood spirit, the school works in a close, highly professional and strategic partnership withprimary partner schools to deliver innovative as well as outstanding academic and social curricula for students acrossthe learning community, K–12. This is achieved through shared values and aligned K–12 teaching andlearning projects. Although operating as an individual school, the daily practices and future planning revolve aroundconsolidating the Community of Schools (ALPSS).

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.

This year our school showed improvement in the areas of assessment, student performance measures, managementpractices and processes and school planning, implementation and reporting. The school used external assessments aswell as school based assessments to tract student progress. Students were tracked every five weeks with assessmentsas well as the use of formative assessment. The school underwent training in LMBR which was very successful process.Staff will still require some training in LMBR as alterations are made to the system.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

To Create 21st Century learners.

Purpose

Development and implementation of quality curriculum personalised learning and innovative practises for 21st centurylearners.

Overall summary of progress

The ALPSS K–6scope and sequence was successful with all students in the network being given the opportunity to beinvolved in quality class programs, and being given the opportunity to be involved in extra curricula activities designedaround the learning programs. The Pirozzo units of work that include the National Curriculums of History, Geography,Science, English and Mathematics are developing into an effective learning tool, suited for the diversity of studentsknowledge and abilities.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All students increase individualstudent achievement at orbeyond stage expectations on theLiteracy and Numeracycontinuums.

$2000 per annum forALPSS meetings.

$1500 casual teacher forEarly Action for Successtraining with instructionalleader.

All students showed in increase on the literacy andnumeracy continuums but not necessarily to thelevel of at or beyond.

Next Steps

The Pirozzo units of work were used K–6 this year by all staff. Transition for the use of Pirozzo units was made easier asone staff member had already been using Pirozzo Units for three years prior. The school will continue to use the Pirozzounits of work.. These units are designed to support students who struggle in one or more areas, as well as give giftedand talented students the leverage to create greater flexibility in their learning and take their abilities further.

The implementation of Focus on Reading has shown a greater interest in reading and students motivation as well asconcentration to stay on tasks. This will continue and grow in the school next year.

The staff will need to be trained in the new Progressions, that are replacing the Continuums.

The scope and sequence with the four other schools in the ALPSS network will continue next year.



Developing staff innovation by connecting leaders and learners.

Purpose

To develop a school culture in which staff members take responsibility for their own ongoing learning, strive forinnovation and improvement and to make strong connections within the ALPSS Network and beyond.


All teaching staff have been trained in the development of Professional Learning Plans and the National Standards,Performance and Development Framework. All teaching staff have also completed their plans for 2017. This year avariety of programs were introduced into the school. The scope and sequence was a success in implementing qualityprograms into the school.





100% of staff developprofessional learning goals linkedto the National Standards,Performance and DevelopmentFramework.

$1000 per annum formeeting on ProfessionalDevelopment Plans.

All staff had a Professional Development Plan(PDP) by the end of 2017. Teachers had a formalone and SAS staff created a trial PDP.

100% of staff satisfactorycompletes the NationalStandards, Performance andDevelopment Framework processeach year.

Teachers completed PDP's successfully. WhileSASS staff will begin their full year of PDP's in2018. One teacher completed their maintenancecycle in 2017.

Next Steps

Continue implementing the Professional Development Plans in the school for all staff.

Continue to implement the Scope and Sequence designed by the five small schools in theALPSS network into theschool. This includes the development of Pirozzo units of work to assist in the support of students with difficulties as wellas give greater freedom and variety to all the other students, including those that are gifted and talented.

The ALPSS network will look at student achievements, assessments and the progress ofstudents using the Literacy andNumeracy Progressions next year. Training inthe new Progressions will be required by all staff in 2018.

The ALPSS network, second teacher and Principals Who Teach meetings have all been highly successful in creatinglearning platforms for all teaching staff, supporting professional development, and enhancing the performance andquality of programs within the school.



Creating a positive, sustainable and respectful community culture.

Purpose

To develop and enrich positive compassionate and trusting relationships which identify need to support an inclusivevibrant school culture which is flexible and dynamic.


The Parents and Community strongly support the school through helpers in the classroom through to catering for specialevents as well as fundraising. The P & C provide funding to support the school and provide support for excursions andsome sporting activities.





After the development andimplementation of the studentwelfare policy, student voice,leadership and consultationthrough student development andexperiences will increase to 90%.

Student RepresentativeCouncil has their own fundsthat they use to cater forANZAC and Remembranceday services.

Student welfare policy completed.

Students have regular meeting through the StudentRepresentative Council (SRC)which communicatesto staff and the Parents and Community. The SRCruns fundraisers once per term as well as anANZAC service and Remembrance service.

80% of parents will workcollaboratively and participate inschoolfamily partnerships.

100 per cent of families communicated and createdschool family partnerships.

In Addition there was an increase on communityhelpers in the classroom at the school.

Next Steps

Continue to encourage students in attending all activities offered. Continue to use global ,isolation and equity funding tosupport students in the participation of these activities. Also, continue in encouraging parent and community participationin all activities.

Begin parent, student and Teacher interviews at the beginning of each year to developIndividual Learning Plans thatencompass all aspects of the students development.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $772 Funding was used to employ a StudentLearning Support Officer to provide supporton projects with Aboriginal students.

Low level adjustment for disability $23098 Funding was used to employ a SchoolLearning Support Officer on a regular basis toprovide interventions and support in theclassroom for students with a disability.

Quality Teaching, SuccessfulStudents (QTSS)

$1625 Used to employ teachers who ran specificteaching programs.

Socio–economic background $35892 Employ a School Learning Support Officer &classroom teacher to assist children with theirlearning. Provide excursions for all studentsto attend. Ran music and science programs.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 12 11 12 14

Girls 12 10 9 7

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.5 98.9 89.2

1 88.6 94.5 95.7 96.2

2 96.2 91.2 94.4 97.8

3 91.8 96.2 84.9 95.2

4 92.4 91.9 88.4 90.3

5 94.3 95.2 96.1 95.3

6 94.2 95.2 91.4 95.3

All Years 93.6 95.1 91.7 95.4

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.8

Management of non-attendance

The school uses the department policy for attendanceand distributes the information at the beginning of eachyear and when necessary, in the school newsletter.

Parents are contacted if there has been no note orreason given for their child's absence.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 0.24

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

0.68

Other Positions 0

*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 0

Professional learning and teacher accreditation

All teaching staff are maintaining proficient teacherstatus.

Professional Learning consisted of LMBR, TeacherProfessional Standards, L3, Professional DevelopmentPlans, School Plans and Milestones, Pirozzo trainingdays, MyPL, Code of Conduct, Child Protection,Austswim instructors training, First Aid andAnaphylaxis. Meetings included second teacher days,ALPSS Principal meetings, Principals Who Teachmeetings, Principals Who Teach Conference and themandatory Training for Principals. The office maintainsa record of courses and staff required training. All staffare also encouraged to source ProfessionalDevelopment that is pertinent to their ProfessionalDevelopment requirements.


Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Receipts $

Balance brought forward 112,195

Global funds 39,447

Tied funds 19,990

School & community sources 350

Interest 748

Trust receipts 565

Canteen 0

Total Receipts 61,100

Payments

Teaching & learning

Key Learning Areas 3,295

Excursions 940

Extracurricular dissections 2,458

Library 188

Training & Development 1,329

Tied Funds Payments 26,233

Short Term Relief 0

Administration & Office 6,623

Canteen Payments 0

Utilities 2,980

Maintenance 2,652

Trust Payments 976

Capital Programs 0

Total Payments 47,674

Balance carried forward 125,620

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

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31

December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 177,979

Appropriation 175,349

Sale of Goods and Services 0

Grants and Contributions 2,130

Gain and Loss 0

Other Revenue 0

Investment Income 501

Expenses -86,414

Recurrent Expenses -86,414

Employee Related -48,441

Operating Expenses -37,973

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

91,565

Balance Carried Forward 91,565

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Money is being saved for replacement of school lawnmower, interactive board and possibly a school bus.There are also plans for grounds improvements toupgrade underground water pipes.

Financial summary equity funding

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


2017 Actual ($)

Base Total 265,352

Base Per Capita 3,209

Base Location 14,036

Other Base 248,106

Equity Total 59,762

Equity Aboriginal 772

Equity Socio economic 35,892

Equity Language 0

Equity Disability 23,098

Targeted Total 0

Other Total 1,638

Grand Total 326,752

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

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

There were Four students in Year 3 and six students inYear 5 who sat the National Assessment Program forLiteracy and Numeracy in2016.

The individual students performances was reported tothe families involved.

Due to the small number of students, all results andinformation are provided to the individual families andthe students concerned. The school endeavours tomeet all requirements and priorities of the Departmentof Education.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

Parent/caregiver, student, teachersatisfaction

Parents were satisfied with our growth of our studentsin 2017. Parents requested a staff training roster forcommunication as to courses and training which wasprovided through the newsletter and the schoolFacebook page which was greatly received. Parentsresponded positively about all programs run by theschool at Parent and Community meetings.

Students thoroughly enjoyed project based learning thisyear as it gave them more input and self direction intheir own learning.

Teachers confirmed the school is a great place to workbut some did find it difficult as their hours of work varyfrom year to year as their contracts vary depending onthe schools composition.

Policy requirements

Aboriginal education

The school had its largest amount of Aboriginalstudents in 2017 with 5 students. All students at thisschool participate in the education of historical andcultural heritage of Australia.

During 2017, all students participated in units of studythat reflected aspects of Aboriginal culture and history.This included the Pirozzo units on Pioneering Australiaand the impact on Aboriginal Culture.

Multicultural and anti-racism education

Rosewood Public School is made up from students withmany different heritages from countries around theworld.

Education and Learning around multicultural andanti–racism occurs through lessons in history,geography, music, arts and craft as well as computereducation and projects which promotes tolerance,respect and understanding for all cultures.

The school has a strong anti–racism and StudentWelfare policy including annual activities that lookdeeply into yourself as a person and choices.


Documents

2017 Rosewood Public School Annual Report...Rosewood€€Public School is in the south west slopes, eighteen kilometres west of€Tumbarumba. It is a one teacher school with an enrolment