2018 La Perouse Public School Annual Report

La Perouse Public SchoolAnnual Report

2018

2373

Printed on: 18 June, 2019Page 1 of 11 La Perouse Public School 2373 (2018)

Introduction

The Annual Report for 2018 is provided to the community of La Perouse 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.

Lisa Haller

Principal

School contact details

La Perouse Public SchoolYarra RdLa Perouse, 2036www.laperouse-p.schools.nsw.edu.aulaperouse-p.school@det.nsw.edu.au9311 2210


School background

School vision statement

La Perouse Public School is a learning community committed to developing confident, successful learners and leaderswho exit the school as literate, numerate and value–laden 21st century citizens.

We will achieve this through the provision of challenging learning programs delivered by high performing staff in aninclusive, safe and supportive environment.

School context

The first La Perouse Public School was opened in 1868. The School has a long and proud history and a closeconnection with the community in La Perouse. Some unique features of the school population are the significantAboriginal population and an increasing number of students from non–English speaking backgrounds. Our smallpopulation allows us to individualise learning for all students and foster a small community school atmosphere whichencourages strong parent/community partnerships.

The school provides quality teaching and learning in a caring and welcoming environment supported by staff memberswho are enthusiastic and value a team approach to their work. Priorities include achieving enhanced student outcomesthrough a focus on literacy, numeracy and student welfare. The dedicated staff deliver a personalised curriculum thatmeets the specific needs of all students through the development of personalised learning plans.

La Perouse Public School has a rich, proud history, and provides a quality learning environment where students, staffand parents work collaboratively, and with high expectations, to achieve the shared goals of the community.Unsurpassed staff commitment and enthusiasm ensure the school offers high quality, academically rigorous,personalised learning programs targeting the interests and abilities of students. Our community is diverse, culturally rich,and welcoming to all students and families.

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 critical reflection and self–assessment processes assists us as a school to inform decision making and set futuredirections in order to put in place improvements, to achieve a quality education for all students.

In the domain of Learning, La Perouse PS was assessed as delivering across all areas, with Assessment being a focusof improvement for 2019.

In regards to the domain of Teaching, the school was rated as delivering across all areas. In 2019 a focus onstrengthening community conversations regarding data analysis and collaborative practice and feedback will furtherstrengthen our effectiveness in this domain.

Our achievement within the Leading domain was assessed as sustaining and growing, with use of facilities andcommunity engagement assessed as excelling. The next area for development for the school is performance anddevelopment management to ensure that all staff are supported to achieve their professional goals with consistentsupport and mentoring as well as professional learning.

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

Learning

Purpose

To provide a learning environment that has high expectations and adds value to all students' literacy and numeracylevels.

Students will be productive and ethical users of technology equipped with the skills required for the 21st century by: • being resourceful, empathetic and resilient lifelong learners. • being motivated, self–directed learners who accept responsibility for their own learning. • developing critical and creative thinking skills to contextualise learning beyond the classroom. • developing the ability to work independently and in teams.

Overall summary of progress

Under the guidance of the Instructional Leader, staff participated in ongoing professional development with a focus onimproving Literacy and Numeracy outcomes. Programs such as Multi Lit and PM Benchmarking continued and L3 , anearly intervention literacy program, was consolidated in the K–2 classroom after being introduced the year prior.

Literacy and Numeracy teaching and learning programs focused on differentiated learning to promote growth andengagement. The school invested in Progressive Achievement Testing (PAT) with a focus on assessing and monitoringstudent growth over time, allowing the tailored teaching to the needs of the individual learner to advance the progress ofevery student, regardless of their starting point. Differentiated learning, that has a hands–on approach was furtherembedded through the purchase of flexible learning furniture and teaching resources.

Data showed that students had grown at least 5 reading levels (PM benchmarking). Unfortunately due to small cohortsizes our PAT assessments did not give us data against norms. NAPLAN data indicated that our students' growth wason par with state averages or above in the areas of Grammar and Punctuation and Spelling. Reading growth was astandout with our students performing on average 162 points from Year 3 to Year 5, compared to the state growth of 83points. Writing continues to be an area for development, which is in line with state trends. Overall our value added dataindicates that we are sustaining and growing, performing above state averages.

Numeracy Growth, measured against the Numeracy Progressions, was not established due to a change in direction inregards to its use, therefore the school used the Schedule for Early Number Assessment (SENA) to enable accurateforward planning. SENA showed growth across all areas for 80% of students in the K–2 years. Those who achievedbelow stage expectations, particularly in years 3 to 6, were targeted through the Learning and Support program.NAPLAN data also indicated that a focus on numeracy is required with our students' growth less than the state average.

In 2018, the school began a three–year professional learning (PL) program focussing on Visible Learning and theresearch of John Hattie. This PL involves developing teacher skills in the use of learning intentions, success criteria,explicit feedback and the development of self–assessing students. Data was collected from staff and students to trackthe school's growth in the development of students' ability to take ownership of their learning and to make decisionsabout what to do when they are in the 'Learning Pit' and strategies about where to find out what they do not know.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of students show progressagainst the numeracy and literacyprogressions.

Resources $8000 100% of students achieved growth in literacy andnumeracy.

100% of students show Growthdata from PAT testing (end term2 and end term 4)

Online PAT TestingSubscription $1200

Our cohort was too small to assess growth againstnorms, however, by utilising other assessment datain conjunction with PAT, all students showed growthof at least 25%.

All students are regularlyachieving their negotiatedlearning goals and these

$10,000 There was a significant increase in independentlearning within the K–2 classroom and manystudents within the 3–6 classroom demonstrated an






increasingly demonstrateindependent learning capacity.

increased ability to become more independent intheir learning.

Next Steps

In 2019, • we will continue to remain focussed on improving student learning outcomes in Literacy and Numeracy. Our

data indicates that we are making progress, however we need to continue our efforts particularly in the areas ofnumeracy and writing. We will continue to gather and analyse student data that will drive teaching and learningwithin the school and provide the school with a clear evidence base on which to build student academicachievement.

• there will be a continued focus on quality teaching in Mathematics and on developing our Working Mathematicallypedagogy. The Instructional Leader and Principal will continue to observe teachers' practices in Numeracy andLiteracy lessons and will offer explicit feedback and assist with forward planning to improve students outcomes.

• La Perouse PS will continue to focus on Visible Learning. This involves staff professional learning as well asdesigning a matrix and action plan for our Visible Learning journey.

• staff will be supported through ongoing reflection via Performance & Development Plans to further developunderstanding of assessment, quality pedagogy and systematic curriculum delivery across all KLAs. This will bedone through collaborative planning, school professional learning sessions and observations of each other'spractice and that in other schools.


Strategic Direction 2

Community

Purpose

To work with families and community as partners in the education in a planned, systematic and sustainable way.

To build the quality of the whole school operation to reflect the standards as articulated in the NSW DoE SchoolExcellence Framework.

To strategically build collaborative and informed partnerships with parents, families, local businesses and communityorganisations to contribute to improved student learning achievement and wellbeing.

Overall summary of progress

As part of the Little Bay Community of Schools (LBCoS), we continued to work closely with the University of New SouthWales through being active participants in their Masters of Primary Education course and the Culture, Community andCurriculum Project. The school continued to be an active participant within the local community with the aim of lifting theprofile of the school by regularly attending AECG meetings, La Perouse Aboriginal Land Council events, Elders Yarn Upmeetings and holding reciprocal visits with local pre schools.

The school's P&C continued to grow in 2018 and collaborated with local community members to hold extremelysuccessful 150th anniversary celebrations that was attended by Alumni who travelled from all over the country.

The school invested in the visual appearance of the school and ensured marketing material to potential enrolments wasinformative and inviting, which along with well structured open days, saw a significant increase in enrolments where theschool was able to form a straight kindergarten class for the first time in many years.





Curriculum delivery is shared withparents, families and the widercommunity and feedback issought on ways to make theschool curriculum responsive tolocal needs.

$1,000 The school sought opinions from families who hadchildren starting in school in 2019 with a focus oncreating a school to suit the needs of all familieswithin the catchment area.

The P&C worked closely with the school in regardto curriculum delivery and were responsive toinformation sessions provided by staff.

UNSW CCC

P&C formed

Alumni Database

DoE Community Engagement

The school's partnerships aresustainable and have become anaccepted part of the culture of theschool community.

nil The school has laid solid foundations with localcommunity organisations, businesses and preschools and will continue to build on theserelationships.

Annually administered parentsatisfaction survey resultsdemonstrate high levels ofpositivity, confidence and trust inthe school as a centre of highquality educational delivery.

nil The current parent body have been reluctantparticipants in surveys and data collected was toosmall to accurately report on.

Future strategies to enable all families to becomeactive participants will be required in the future.


Next Steps

In 2019, our primary focus will be to: • continue to be proactive in regards to engaging our community in order to consolidate and maintain new

enrolment numbers. This will include: Open Days to be held at various times (mornings and evenings) to ensurethe availability of new and prospective families, attendance at community events and meetings and thecontinuation of reciprocal pre school visits.

• continue our partnership with the University of New South Wales that involves Pre–service teachers working at theschool each week as well as our staff engaging in professional learning opportunities organised through UNSW,the Little Bay Community of School and Matraville Sports High School.

• engage the wider parent body to attend workshops that address school priorities such as wellbeing (Grow YourMind), emotion coaching, literacy and numeracy and visible learning.

• ensure shared decision making takes place through the P&C to evaluate the school's planning cycle and to sourcefunding through Community Grants.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal Education Officer$67,042

Flexible Funding $3,800

An Aboriginal Education Officer (AEO) isemployed 5 days per week.

A School Learning Support Officer (SLSO) isemployed 5 days per week.

All Aboriginal students received small groupreading intervention if required, through PreLitor MiniLit programs.

Families requiring equity support were givenfinancial support to cover the costs ofuniforms and excursions, upon application.

Commemorations of significant Aboriginalcultural events including NAIDOC andReconciliation Week.

Parents were supported, if required as a wayof improving attendance and punctualitythrough engagement and mentoringprograms.

Low level adjustment for disability $41,917 All students requiring adjustments andaccommodations were catered within theschool.

All students received small group readingintervention if they required it through PreLitor MiniLit.

Further in class support to meet individualstudent need was provided through theemployment of additional school LearningSupport Officers (SLSO).

Quality Teaching, SuccessfulStudents (QTSS)

$4,581 Teacher release time was provided to enablecoaching and mentoring meetings in line withstaff professional goals and teaching andlearning focus areas.

Socio–economic background $38,997 School Learning Support Officers wereemployed to work in classrooms with studentswho required additional support.

Parents needing support were offered freeuniforms and assistance with excursions uponapplication.

Support for beginning teachers

Increasing parent engagement andexpectations

$1000 Al staff played a role in supporting parentengagement during 2018.

Events and celebrations were held to engageparents and invite them to be involved as wellas work in partnership with the school tosupport their child's learning.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 31 24 18 22

Girls 15 6 7 12

The school enrolment has increased by 36% in 2018,with considerable efforts made to work with communityand local families to showcase what La Perouse has tooffer local families and students.

Student attendance profile

School

Year 2015 2016 2017 2018

K 86.8 88.9 89.9 90.2

1 91.9 89.5 88.6 92.2

2 92.7 91.6 81.4 84.5

3 90.8 90.7 85.8 82.3

4 92.4 91 91.1 88.7

5 90.8 92.2 87.9 86.5

6 92.8 87.3 89.8 82.4

All Years 91.2 90.4 87.5 87.5

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Attendance remains a focus at La Perouse PS. Wehave seen a slight improvement in regard to absencesand late arrivals of students in Kindergarten, Year 1and Year 2. The school has worked closely with theHome School Liaison Officer and parents to identifyhow we can support to ensure students are in regularattendance and on time.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 1

Classroom Teacher(s) 1.73

Teacher of Reading Recovery 0.11

Learning and Support Teacher(s) 0.3

Teacher Librarian 0.08

School Administration and SupportStaff

1.9

*Full Time Equivalent

33% of La Perouse PS staff identify as Aboriginal. Theschool community benefits from having an AboriginalEducation Officer on staff as well as two full–timeSchool Learning Support Officers (SLSO) who identifyas Aboriginal. We are very thankful for the wealth ofknowledge and commitment to all students, that thesestaff members contribute to our school community.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 20

Postgraduate degree 80

Professional learning and teacher accreditation

60% staff are accredited as proficient and 40% areworking towards gaining their accreditation, asbeginning teachers within their first 5 years of teaching.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 109,834

Revenue 1,278,871

Appropriation 1,225,822

Sale of Goods and Services 677

Grants and Contributions 51,239

Gain and Loss 0

Other Revenue 0

Investment Income 1,133

Expenses -1,073,218

Recurrent Expenses -1,073,218

Employee Related -965,826

Operating Expenses -107,391

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

205,653

Balance Carried Forward 315,487

The financial summary consists of school incomebroken down by funding source and is derived from theAnnual Financial statement. The finance committeemeets to set the school's budget based on wholeschool needs and strategic priorities. Incomeexpenditure and cash flow are monitored on a regularbasis by the Principal and School AdministrativeManager. La Perouse Public School committed toemploying an additional School Learning SupportOfficers to support the improvement of Teaching andLearning across the school.

Financial summary equity funding

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

2018 Actual ($)

Base Total 496,415

Base Per Capita 4,834

Base Location 0

Other Base 491,580

Equity Total 152,155

Equity Aboriginal 70,842

Equity Socio economic 38,997

Equity Language 400

Equity Disability 41,917

Targeted Total 192,648

Other Total 79,806

Grand Total 921,024

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.


NAPLAN – Literacy

Due to the small cohort of students that sat theNAPLAN test in 2018 at LPPS our Literacy results donot meet the necessary statistical reliability factors foraccurate reporting and analysis. By publishing orpublicly analysing any of our individual student resultswe could not ensure privacy.

NAPLAN – Numeracy

Due to the small cohort of students that sat theNAPLAN test in 2018 at LPPS our Numeracy results donot meet the necessary statistical reliability factors foraccurate reporting and analysis. By publishing orpublicly analysing any of our individual student resultswe could not ensure privacy.

Premier's Priorities

Due to the small cohort of students that sat theNAPLAN test in 2018 at LPPS our Numeracy results donot meet the necessary statistical reliability factors foraccurate reporting and analysis. By publishing orpublicly analysing any of our individual student resultswe could not ensure privacy.

Parent/caregiver, student, teachersatisfaction

La Perouse Public School registered to participate inthe Tell Them From Me (TTFM) surveys. However, withsuch a small cohort of students, parents and teachersthe reliability factors for accurate reporting and analysiswere not met. The school received a Department ofEducation Award for Excellence in CommunityInvolvement which acknowledged the work of the staffin going into community in order to build schoolnumbers and to raise the profile of our school. Theaward was presented at the Sydney Town Hall.

Policy requirements

Aboriginal education

Aboriginal education is intertwined with teachingphilosophies and programs at La Perouse PublicSchool. Aboriginal students are supported by strongpartnerships between schools, families andcommunities to increase engagement in education. AtLa Perouse we have successfully embedded thefollowing to improve outcomes. • The Aboriginal Education Officer worked closely

with teachers and community to develop culturallyappropriate resources and programs.

• The Instructional Leader works closely with staffto build capacity in the delivery of Literacy andNumeracy programs to help Close the Gap forAboriginal students.

• 100% of Aboriginal students have Personalised

Learning Pathways developed and haveappropriate accommodations and supports inplace to meet learning goals..

• Aboriginal perspectives are incorporated into unitsof inquiry, across the curriculum.

• Attendance is supported through studentwellbeing programs, implemented alongside ourAboriginal Education Officer, Home SchoolLiaison Officer, in partnership with family.

• NAIDOC was celebrated through dance and storytelling with the support of the local Aboriginalcommunity.

• Students attend a community Elders Group,where they read to community members eachmonth.

• Close working relationships with local AECG andLa Perouse Aboriginal Land Council.

• Partnership with IndigiGrow commenced.

Multicultural and anti-racism education

La Perouse Public School continues to promotemulticultural education through a range of strategiesand initiatives: • Teachers recognise and respond to the diverse

cultural needs of the school community. • Teachers work to develop strategies that best

cater for individual student needs. • Students experience inclusive teaching practices

that recognise and value the backgrounds andcultures of all students.

• Teaching and learning programs supportparticular learning needs of targeted studentsfrom culturally and linguistically diversebackgrounds.

• One staff member is currently trained as the AntiRacism Contact Officer. The school is committedto the elimination of racist discrimination throughour school's curriculum, policies and workingenvironment.


Documents

2018 La Perouse Public School Annual Report