Guide to School Annual Performance Report

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1 Guide to School Annual Performance Report The School Accountability and Performance Improvement Framework sets clear expectations of standards for performance and promotes a culture of evidence-based decision making and continuous improvement. The annual school reporting process provides school communities with information on the school s performance against the five Key Result Areas. The report provides schools with an opportunity to show case the work being undertaken to support student outcomes. However, there are also a number of national reporting requirements outlined below. Under the National Education Agreement, schools are required to publish School Annual Performance Reports online and include the following information: contextual information about the school, including the characteristics of the student body teacher standards/qualifications as mandated in the relevant jurisdiction workforce composition, including indigenous student attendance: (i) rates for each Year level and whole school (ii) how non-attendance is managed by school senior secondary outcomes: (i) (ii) DEPARTMENT OF EDUCATION AND CHILDREN S SERVICES percentage of students in Year 12 undertaking vocational or trade training percentage of students in Year 12 attaining a Year 12 certificate or equivalent VET qualification student outcomes in standardised national literacy and numeracy testing parent, student and teacher satisfaction post school destinations income broken down by funding source. Where a parent is unable to access the report online, alternate access must be provided. The Aboriginal and Torres Strait Islander (ATSI) Education Action Plan (EAP) commits schools to local level actions to assist with accelerating improvements in the educational outcomes of ATSI children and young people. Schools are to report progress and achievement against relevant actions in School Annual Performance Reports as identified within this template. Local level actions may be for identified Focus Schools or all schools. Schools provided with supplementary funding, such as funding under a National Partnership, are to explicitly identify the strategies or resources that the funds have been allocated under each of the relevant Key Result Areas and report on progress and achievement of targeted students. This requirement is waived if low student numbers create a risk of individual students being identified. Student and staff data may be accessed through the Business Intelligence Centre under the Corporate Categories APIF reporting folder and through Datex or Teaching, Learning and Inclusion for senior secondary data. The content within the main sections of this report is not expected to be more than 10 pages. However, where further detail is required in order to be accountable and provide appropriate information on the school s performance, this may be increased to a maximum of 15 pages. The school council and Director of School Performance (DSP) endorse the information contained in the School Annual Performance Report. Reports are to be saved electronically on ASPIRE and submitted to the DSP by the end of Term 1. 1

2 DEPARTMENT OF EDUCATION AND CHILDREN S SERVICES Warruwi School Annual Performance Report to the School Community

3 School Overview Our School Warruwi School is located in the community of Warruwi on south Goulburn Island about 300 km east of Darwin, off the coast of Arnhem Land. The population of the surrounding community is approximately 400 and the main language groups are Maung and Walang. Warruwi School provides education to Indigenous students from preschool to senior years and offers breakfast and lunch programs to students after morning fitness on school days. The school priorities are attendance, student achievement in numeracy, literacy and pathways to employment as well as community engagement and participation. Student numbers have grown considerably over the last couple of years was the school s first year as a standalone school, as Warruwi School was previously part of Top End Group Schools. The school was one of the first bilingual schools, starting in 1974 because there was a written language in Maung. Our Staff The principal, Louise Fogg, who commenced at the beginning of 2011, continued to lead the school in 2012.The school embedded the ST1 position with a literacy/numeracy coaching component and has maintained seven classes P-12. Four of the classroom teachers have been here since or before 2010, with one returning from study leave beginning of semester 2. An experienced remote senior years teacher commenced term 2, teaching the year 10, 11, 12 class. The ST1 has worked here previously for a number of years. Warruwi School employs four local Indigenous DET staff (two part time) who have worked at the school over a period of years. The school council employed four local Indigenous Assistant Teachers (two part time) through the CDEP Transition program, as well as a maintenance/grounds person and cleaners. ALPA, through the Nutrition Program, employs the school kitchen assistant. All teaching staff met the professional standards for teachers in the Northern Territory, including having obtained appropriate qualifications for teaching and abiding by the Code of Ethics for Northern Territory teachers. Our Students The 2012 school year started with 140 students and finished the year with 138 students enrolled. Out of the 138 students who were attending at the end of the year only 21% had been enrolled for the whole year. The school had 26% new enrolments and 53% left the school to attend other schools in the region. There is a pattern of transitions between Warruwi, Milingimbi, Gunbalanya, Maningreda, Manmaruni and Shepherdson College. The average attendance for the year was 66%. All students are Indigenous and speak English as an additional language or dialect. Our Community There are three main clans living in Warruwi community, Maung, Walang and Kunwinjku. The strong Warruwi community has strong ties with Minjilang to the west, Maningrida to the east and Gunbalanya to the south; hence there is a degree of family movement between those areas. There are also Torres Strait Islanders and people from Galiwinku Island (Galpu clan) living in the community. 3

4 Principal's Report I would like to commend all teaching staff for the way they have contributed to a collaborative culture focused on learning. All staff have embraced professional learning and coaching to support the implementation of evidence based strategies to improve our EAL/D student s literacy and numeracy learning. Students are also to be commended on the progress they have made, particularly with number, reading, speaking and listening, and writing. We are very fortunate to have Indigenous Assistant Teachers in every classroom actively supporting student s learning and supporting our student s efforts to get to school each day. There is no doubt that the Indigenous staff is the lynchpin of the school. Jenny Manmurulu, who liaises with the community on all matters and is the chairperson of the school council, leads this group of dedicated staff. The goals and targets achieved in 2012 and the direction set for 2013 shows the commitment of Warruwi school community to: using an ESL methodology valuing the cultural backgrounds of our students, providing relevant contexts for learning that engage, are fun and build on prior knowledge, allowing our students to succeed developing a shared understanding of what quality teaching looks like at Warruwi developing a whole school approach to balanced literacy and numeracy programs intervening timely when students are not learning developing pathways for senior years students and pathways into preschool and Transition providing support for learners to take responsibility for their own learning and self monitoring The commitment of all staff to supporting students in their efforts to come to school is to be commended. This focus on student attendance rewards and linking attendance to learning progress will continue in Staff commitment to improving their own instructional practice to enhance all students learning is reflected in the key events and achievements for The whole school commitment to improving the teaching of reading, implementing home reading, Reading Eggs and focusing on explicitly teaching comprehension strategies (the strategies that make up Reciprocal Teaching, with questioning focusing on inferential and evaluative questions as well as literal) has resulted in individual gain in reading levels across the primary and middle years for those regular attenders. A whole staff commitment to SENA diagnostic assessment for each student and the use of Talking Namba and DENS activities, as well as Mathletics for small groups led by teachers and Assistant Teachers has led to individual gains in number recorded on Talking Namba Progress Maps. Oracy continues to be the foundation for all learning and teachers have explicitly taught a range of genres, focusing on the writing process, using the gradual release model and ESL strategies. The Australian Curriculum English and Maths have been implemented using the Multi Year Level C2C units. Literacy teaching is guided by the principles and approaches outlined in the Warruwi School Literacy Guide, which was developed based on the professional learning undertaken at the school over the last two years. Programming and planning is supported by the Warruwi School programming and planning guide. The Multi Year Level units for English and Mathematics provide the core for the schools curriculum and assessment plan for 2013, with Science, Indigenous Languages and Culture and Health also included. Over the year communication with the wider community was enhanced by regular Warruwi School Council meetings, weekly newsletters, open classrooms each term, weekly 4

5 assemblies, Night Soccer and the School Community Christmas concert held at the school. Special thanks go to Jenny Manmurulu the chair of the Warruwi School Council and Margaret Broadbent the Treasurer who have provided guidance to the council as well as Darren Whitaker and Rodney Grambeau whose work with maintenance and the school grounds has been invaluable to the school community. Teaching and Learning In 2012 Warruwi School provided an education for students from Preschool to Year 11 based on the Early Years Learning Framework, Australian Curriculum, SACE Board and the Northern Territory Curriculum Framework. During 2012 the school was able to allocate/commit support for several students through Special Education Support Services. Targets for Increase in the number of year 3,5,7,9 students above the Arnhem average with level 2 and 3 questions (inferring and evaluation). Year 3 students were on a par with the Arnhem average with answering inferring and evaluative questions. However the years 5s clearly were above the Arnhem average. There wasn t a clear picture with the year 7 and year 9 reading data as students did not do the entire test. 2. Increase in PM Benchmark levels of 2 + for students who are reading and attending 60% or more 42% of students attending 60%or more went up more than 2 levels in the PM Benchmark levels. 3. More year 3,5,7,9 students at NAPLAN writing criteria level 1, 2, 3 or more rather than 0, 1, and 2 in the elements of text structure, cohesion, ideas, punctuation and sentence structure. QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. 5

6 3. The NAPLAN writing criteria data provided the frequency and spread of writing scores for each criteria. The criteria with the most frequent scores of 1-3 were Audience, Spelling, Vocabulary, Sentence Structure. NAPLAN Writing Scores Frequency and Spread QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. After analyzing this data as well as our NTCF ESL levels and developing possible explanations staff have identified areas that they also expect to see in most frequent 1-3 scores for next year as well as Audience, Spelling, Vocabulary and Sentence Structure. These are: Text structures Paragraphs (yr 5 onwards) Punctuation. For 2013 a focus on text structures would be included in reading and students would need to have the opportunities to independently apply learning about writing genres through other learning areas and the need for lots of oral work before writing. NAPLAN reading effect size data enabled teachers to discuss individual students scores and what might have contributed, focusing on their teaching impact in relation to what was taught and how. The outcome of the conversations was that they have started to explicitly teach comprehension skills more this year and some have kept up the focus. It was acknowledged that these skills need to be taught in Year 3 and earlier as well. Home reading is a critical strategy and we need to continually work at involving families to support kids with this. Example Effect Size data for Reading NAPLAN (same students) 6

7 QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. Staff have all self assessed using the Literacy Practices Guide developed through the PALL project and goals, success criteria and some strategies developed as a result of this coaching conversation. Teachers have all shared their inquiries during term 4 focused on teaching reading, writing, or number. Reciprocal teaching strategies will be a focus with ATs learning (certificate 4) early 2013 and a support DVD for families for home reading will be produced during term 1 next year. Communicating to students and families As a result of the work done developing learner profiles and learning goals with students the school developed a folio that is used in a three way conversation between the teaching team, student and their family. The intent is to communicate the students strengths and future learning goals. The folio complements the A to E grade report against Year level achievement standards. Example student report QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. Where to from here? In 2013 we are planning for improving spelling as well. Staff want to find out more about the 7

8 components of effective spelling programs as they can see the impact of their ongoing spelling program this year with reading decoding as well. The early years team have identified the need to develop a systematic phonics approach P-3. Building on their knowledge of how important talk is in the classroom teachers are keen to find out more about structures for cooperative learning strategies and implement a small number of these across the school in We will continue to use a genre approach to writing and focus on the writing process and the specific elements of writing. Now that the classroom organisation is based on groups lead by teacher and the Assistant Teacher when teaching Mathematics (Number) the teaching is more targeted through being data informed using the SENA interview data. Staff are confident that they will see the impact of this targeted work. Teachers are keen to plan to implement evidence based strategies with the support of a coach and each other, and to measure the effect of what we are doing. Wellbeing Enrolment and attendance Enrolment was maintained throughout the year, with the average enrolment being 140. The average attendance varied by + 2% from 2011 to 2012 and was again just under 69% for the year. Targets for 2012 Achieve and maintain 80% attendance Increase and maintain 70% at preschool (currently %) Increase and maintain 65% in senior years class 80% attendance is something the school is striving for. Preschool attendance average for 2012 was 55%, Primary Years average was 75%, Middle Years was 65% and Senior Years 50%. Once again during term 3 this year (August, September, October) there were a number of funerals here in the community as well as men s ceremony, particularly impacting on the senior years class. The community is to be congratulated on encouraging families to still send children to school during the day and attend the ceremonies after school hours. The expectation is that children will attend school every day and it is everyone s responsibility. If there is a problem then the expectation is that family and school talk through the issue together at the school and fix the problem. The school attendance plan outlines specific strategies for encouraging attendance and processes for unnotified absences, all assisting to achieve the vision of a community of motivated confident learners reflected by high attendance and ongoing personal achievement. There are strong relationships within the school and with families who actively participate in their child s education at the school. The attendance officer has worked with 7 students requiring intervention from SATO. Three of these students are on attendance plans negotiated with family and the attendance officer. Three other students are on attendance plans negotiated with family and the school. Five compliance notices were issued and three infringement notices were issued to carers. Four students have successfully reengaged with school in accordance with their personalized attendance plan. The partnership with Night Patrol has not been as consistent as last year due to Night Patrol staffing issues. The School Home Liaison Officer unfortunately was only able to work for two terms due to other commitments. Jenny Manmurulu, the principal and the senior years Assistant Teacher stepped in to follow up on unnotified absences. 8

9 Participation, Transitions and Pathways To develop preschool program to meet needs of Warruwi students The preschool program has developed guided by the Early Years Learning Framework. Assessments of student competencies, relevant for the preschool years, have been completed on all students. The outside play area has become more of a focus with the purchase of a number of pieces of play equipment including swings, climbing frames, trikes and bikes and water play. These developments allow the preschool to meet most of the National Quality Standards. The preschool teacher, Assistant Teacher and a parent have participated in Families as First Teachers training in 2012 and have established a small playgroup in collaboration with the crèche, focusing on conversational reading and enjoying books through the Books in Home program. All (9) Preschool students who will be in transition in 2013 have been involved in activities with the Dolphin Class ensuring a smooth transition. To develop senior years and to increase participation and retention in NTCET courses Building capacity for senior years Under the National Partnership for SSNP Arnhem Regional Grant Engaging Remote Indigenous Students Transition, Pathways and Participation both the Senior Years Assistant Teacher and class teacher have participated in targeted workshops, with the Assistant Teacher completing the Guiding Circles workshop and the senior years teacher working with senior years consultants to refine stage 1 compulsory subjects - Personal Learning Plan, Literacy for Work and Community Life, Numeracy for Work and Community Life. This year 1 year 10 student passed PLP, 1 year 10 student passed Literacy for Work and Community Life, 2 year 11 students passed Literacy for Work and Community Life, and 1 of these also passed Visual Arts and Numeracy for Work and Community Life. Through PLP students attended the careers expo in Darwin. In order to meet the needs of Warruwi senior years students a number of VETis courses were offered. These included: Certificate l Horticulture with 9 students passing all competencies, 6 students passing some competencies (3-5 competencies) Certificate ll Hairdressing with 6 students passing 4 of the competencies Certificate ll Aquaculture (2 students enrolled and passed the 1 competency focused on in term 4). School based apprenticeships haven t increased with one student finishing cert lll Retail through the ALPA store and one student working on cert ll Aged Care through the West Arnhem Shire Aged Care at Warruwi. The Certificate ll Aquaculture is in conjunction with CDEP and the Yagbani Corporation and will continue in an ongoing way in 2013 as well as the Certificate ll CALM engaging those year 9, 10, 11 and 12 students currently attending as well as any youth no longer at school. Partnerships To improve relationships and partnerships within the community. To meet the needs of the local community, staff and community women trained to deliver the Young Womens Community Health Education Program. This program has been delivered by 9

10 the women and the school ST1 to all girls from year 6 upwards. The FaFT program funded through the PACE program will be developed further to meet the needs of the community. A senior years mentor program has been identified by the school council as being a priority for senior years in The Active Australia Sports program run 3 afternoons a week continues to meet the needs of the community with an average of 30 students attending each session. An increased number of students had the opportunity to participate in regional sports teams in Darwin and Katherine for soccer and football and a large group attended the Arnhem Sports in Maningrida. The community and the organisers praised the school s involvement in the Jamalak festival. Students painted kites and flew them at the opening of the sporting events, exhibited art, performed the crow story, participated in the basketball competition and reported on the festival. School community events of night soccer and the Christmas concert were very well supported by families and enjoyed by everyone. All staff are very satisfied with the professional learning and coaching opportunities they have had throughout 2012 and see their professional growth as a result of this. All staff from the beginning of semester 2 have been retained for 2013, with 2 being on a 12 month contract. The ST1 position has also been retained. Four Assistant teachers are committed to study and weekly professional learning sessions working towards certificate lv and one assistant teacher is working towards her Bachelor of Education degree. Numbers of family members attending open classrooms each term, presentation assemblies and school concert/events has increased in the last 12 months compared to Open classrooms each term will include a family reading evening as well in 2013 to assist families with supporting home reading. Leadership To develop a strong collaborative school culture focused on learning and results * Assistant Teachers have taken a lead role within their teaching team planning and implementing Indigenous Languages and Culture will see more of a focus on Maung Language as well as Culture. Families are very happy that there is an Indigenous Culture and Language program across the school. * Early Years and Primary/Middle Years teams are established focused on formative assessment and student evidence of learning/teacher practice, providing leadership opportunities for all involved * The ST1 has completed the eight day foundation Cognitive Coaching SM seminar working with teachers using the coaching cycle planning, observing, reflecting. 10

11 Audited Financial Statements ATTACHMENT A 11

12 NAPLAN data Warruwi School ATTACHMENT B Data to be provided by Performance and Data Management Branch: Number and percentage of students participating in NAPLAN for each domain Percentage of students achieving National Mean Scale Number and percentage of students below, at and above National Mean Scale for each domain and comparison against NT and national mean. 12

13 Student Enrolment, Attendance and Learning ATTACHMENT C Include student enrolment and attendance data for all students and Indigenous students for each year level and whole school. For example: Year Level Previous Year Reporting Year Indigenous All Indigenous All Enrolment Attendance % Enrolment Attendance Enrolment Attendance Enrolment Attendance PR TR ALL Personalised Learning Plans Number of students in first year of schooling to Year 10 with a Personalised Learning Plan in place Proportion of students in first year of schooling to year 10 with a Personalised Learning Plan Proportion of students in first year of schooling to year 10 whose parent/carer have worked with the teacher to develop a Personalised Learning Plan All Indigenous 13

14 Senior Secondary Outcomes [include where applicable] NA Students in Year 12 undertaking vocational or trade training % Students in Year 12 attaining a Year 12 certificate or equivalent VET qualification % 14