Bingara Central School Annual Report
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1 Bingara Central School Annual Report Page 1 of 13
2 Introduction The Annual Report for 2015 is provided to the community of Bingara Central School as an account of the school s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Jennifer Bird Principal School contact details: Bingara Central School Finch Street Bingara, bingara-c.school@det.nsw.edu.au Message from the Principal Bingara Central School celebrated another very successful year in 2015 across all areas of academic, cultural and sporting endeavours and enjoyed the support of a very positive school community. This Annual Report is written in the context of 2015 being the first year in our current three year planning cycle. I am proud of the achievement of our students and the ongoing success of the strategies being implemented by the school to create high quality learning experiences for our students. Considerable time was dedicated to the analysis of evidence to validate our programs and to inform the directions we needed to take to build on our achievements, moving into a new planning cycle. The school plan aims to transform the way we do business to ensure we meet the needs of our 21 st century learners and to continue to improve the learning, social and emotional outcomes of our students. I commend the staff at Bingara Central School for their professionalism and dedication to the students. They have worked hard throughout 2015 to ensure that we have the best quality learning environment possible. Finally I would like to sincerely thank the P&C led last year by President Suzie Bilsborough for their insights and assistance throughout the year and the support of our staff, students and wider community. We certainly have a great partnership. Jennifer Bird Page 2 of 13
3 School background School vision statement Bingara Central School provides quality education, inclusive of all through: Supporting the development of the whole child, where the school community nurtures respect, pride and honesty Providing high quality curriculum delivered by dedicated and highly skilled teachers who set high expectations and support students in achieving their individual learning potential Preparing students with the skills to be life-long learners who strive for success A commitment to preparing 21 st Century students who are critical thinkers and problem solvers, who are creative and innovative, who are collaborative and effective communicators Fostering a culture of collaboration and community partnerships to maximise learning opportunities for all students. Providing a positive, safe and supportive school environment through the implementation of the Positive Behaviour for Learning program School context Bingara Central School is a K to 12 school with a total enrolment of 210 students, 139 Primary and 71 Secondary, with 33 Aboriginal students. The school commenced the delivery of the stage 6 curriculum in 2008 with small numbers. In 2016 it is anticipated there will be 13 students enrolled in Year 12 to complete the HSC and 11 students enrolled in Year 11. To meet the curriculum needs of these students a variety of organisational structures have been developed which include a combination of age grade and stage based classes, as well as Aurora College, VET, TAFE and supervised distance education delivery. The school has four middle school classes to support student transition into the secondary school. The curriculum provides for both academic and vocational pathways and a variety of extra-curricular activities. The school prides its self on some important traditions including the Orange Picking ceremony and Thomson Cup athletics. The school enjoys strong community support with strong parent participation rating as a high level of support for the school s programs and priorities.
4 Self-assessment and school achievements Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. This year, our school undertook self-assessment using the elements of the School Excellence Framework. Within the domain of Learning, our efforts have focused primarily on student wellbeing and curriculum. Through various forms of staff, student and community consultation the fundamental importance of wellbeing was identified as a major priority. Our school has embarked on a process of review regarding the school s wellbeing policy and procedures to begin the journey of transforming our students capacity to become honest, proud and respectful by reviewing the current practices and moving towards the introduction of Positive Behaviour for Learning (PBL) as the umbrella in which wellbeing policies and procedures will be developed to support our students to become the resourceful and independent thinkers who can collaborate with others, communicate and problem-solve. Attention to individual learning needs has been another component of our progress throughout the year. Students learning needs are being identified early. A team-approach is used to design and implement programs to support students at their point of learning need providing opportunities for them to achieve their personal goals. In the domain of Teaching there have been the professional learning and development opportunities provided to our staff to strengthen and enhance their pedagogical practice by participation in the Language, Learning and Literacy (L3) training for teachers in Years K-1. Together, we utilised opportunities to focus on planning, teaching and reviewing our progress. The staff used whole school data and curriculum assessment data to monitor student learning progress and identify skill gaps for improvement. There has been greater collaboration to develop stage units and assessments with professional learning provided and discussions to enhance consistent teacher judgement. The introduction of the Performance and Development Framework saw all teachers designing their own Performance and Development Plans (PDPs) to routinely review and evaluate their professional learning in line with the school s strategic directions and to participate in a process of timely feedback regarding their learning goals. Lastly in the domain of Leading the school is working towards the use of evidence-based practice in school planning to deliver ongoing improvements in student outcomes. The school community is involved with and kept informed of the focus and directions of our school plan. The school s physical resources and facilities are well maintained and provide an attractive and effective environment to support quality teaching and learning. The school is fully committed to promoting distributed leadership and organisational best practice, with the school community indicating positive support for the educational directions of the school. I congratulate the school leadership teams for their professionalism and commitment to the strategic directions of the school. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students. Page 4 of 13
5 Strategic Direction 1 Quality Teaching Purpose To build greater capacity in the Bingara Central School educational community by leading and inspiring a school culture of collaborative, continuous learning for the 21 st century; through the implementation of effective teacher and leader professional learning, organisational and communication practices. Overall summary of progress Our focus in 2015 was on quality teaching, assessment and the use of effective feedback to improve student outcomes. This was a key professional learning focus. Whilst significant professional learning was spent on staff engaging in pedagogical development considerable time was also spent developing the school s procedures to introduce the Performance and Development Framework. Each teacher designed their own Performance and Development Plan (PDP) and engaged in regular feedback regarding their professional learning goals and how these supported student learning and outcomes. This process has led to a much deeper reflective process which is guiding the ongoing development of staff. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) The strategic directions for the school are reflected in professional development plans, in teachers goals and teaching and learning programs. Progress achieved this year $ All teachers developed and submitted their own PDP based on NSW Professional Standards for Teachers. The new K-10 English, Maths and Science syllabi, are linked to student outcomes and are evident in all teaching programs. All staff actively participating in professional development that supports the school strategic directions and student needs. All staff are contributing to school planning and were engaged in individualised, shared and team professional learning (i.e. Consistent Teacher Judgement, L3, Reading Recovery, Science, NCCD) to develop capacity to cater for diverse learning needs and new curriculum changes. $ Teacher Professional Learning (TPL) Next steps The introduction of the History and Geography Syllabi will commence in Professional learning in L3, for staff will continue. Engage staff in the effective use of the Literacy and Numeracy Continuums to chart students to enable teachers to effectively programme for and teach from students point of educational need to improve student growth. Engage whole staff in unpacking the School Excellence Framework to chart the school s progress and improvement strategies.
6 Strategic Direction 2 Quality Learning Purpose To develop 21 st century learners who are engaged and creative individuals as well as active and informed citizens. To enhance teacher practice to support student needs through differentiated learning. Overall summary of progress This Strategic Direction focused staff on developing more sophisticated skills in teaching practice, to better address the needs of our diverse range of learners. MyPL access empowered teachers to take charge of their own professional development program, linking each teacher s skills development to this overall school plan, and aligning each teacher s professional plan with their own personal needs and the school strategy. This has empowered staff to take control of their own professional development, along with responsibility to keep personal records of learning. We developed different professional resources for all staff to assist with strategies for learning support within the classroom. Collaboration between the Learning and Support teacher and classroom teachers is taking place in sharing sessions of effective class strategies, resources, tracking and feedback. This is to establish more effective consistent teacher judgement across grades and stages. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year $ NAPLAN data as compared to state in reading, spelling, writing, grammar and punctuation and numeracy Independent reading recovery levels and facile strategies (numeracy continuum) are achieved by the end of Year 2. At the end of 2015 all students are showing growth on continuums in the areas of Literacy and Numeracy. In 2015 the following Year levels were outstanding:- Year 3 Numeracy 27.8% Band 5 compared with State 19.3% Reading 50% Band 4 compared with State 21% Year 5 Numeracy 29.4% Band 7 compared with State 17.5% Reading 29.4% Band 7 compared with State 16.6% Year 7 Numeracy 35% Band 7 compared with State 26.1% Reading 30% Band 6 compared with State 26.3% Year 9 - Numeracy 71.4% Band 7 compared with State 28.3% Reading 42.9% Band 7 compared with State 19.7% Full details are available on My School website. 8 students were involved in Reading Recovery last year. Six of those students discontinued Reading Recovery reading at a level 16 or above. One student was referred off the program and referred to the Learning and Support Team for further testing and interventions. One Kindergarten student was carried over into In 2016 it is anticipated that at least 4 students will complete the Reading Recovery Program. $ TPL funding General RAM funding $ Reading Recovery Next steps Engage the whole staff in data collection and tracking systems to enhance focus on impact and to better plan ongoing student learning at their point of educational need. Implementation of vertical rich tasks across Middle School KLA s.
7 Strategic Direction 3 Student Wellbeing Purpose The well-being of students and staff are important keys to maintaining and improving emotional intelligence and therefore improving learning outcomes in the school. It is important to develop and maintain positive and trusting relationships between all teachers and students as well as the school community through programs aimed at supporting the whole child throughout their K-12 education. Overall summary of progress An ongoing school wide focus on the wellbeing of our students centred this year on the continued implementation of Positive Behaviour for Learning and our Middle School (Year 5-8) program Horizon s. Horizon s incorporates Rock and Water as one program focused on the ability of students to develop resilience, and the ability to discriminate between challenging situations. Other Horizon modules include Civics and Citizenship and Skills for Life, which aims at building getting along skills, persistence, resilience, organizational skills and confidence in students, to prepare them to be active citizens. With a four year implementation plan, it is envisaged that students will develop into engaged, assertive community members. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3y) Authentic engagement measured by improved student learning, increased attendance and retention and a decrease in suspension rates and discipline referrals. Progress achieved this year $ Tell Them From Me (2015) surveys highlighted that students rated Effective Classroom Learning Time 8.8 out of 10. The drivers of the Student Engagement results were: Quality Instruction 8.2/10 Teacher Student Relations 9/10 Learning Climate 8/10 Expectations for Success 9/10 Advocacy at school 7/10 Positive Behaviour for Learning continues to be implemented by all staff to reinforce choices made by students reflect Pride Honesty and Respect. The PBL values were strongly reinforced in 2015 and reduced the number of discipline referrals. It was also reflected in suspensions in 2015 with an average length of 2.3 days per suspension. Attendance for 2015 K-6 90% Year % Year % Post school choices demonstrate a variety of appropriate and challenging career paths for all students 38 students participated in the School to Work Program in Our Career and Transition Advisor (CAT) supported students with their career paths with career lessons, inspiring speakers, 1 st Aid courses, RSA/RCG, White Card, Safe Food Handling whilst arranging and supervising work placements in our school community. $ additional CAT salary STW Prog $ Transition Funding $405 Next steps Review of Wellbeing Framework and implementation of MindMatters Implementation of Homerooms for Stage 4 students Development of the PBL matrix on the playground
8 Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding $ Equity Funding $2 768 Norta Norta (NAPLAN) This funding provided additional teacher time to provide explicit interventions for Aboriginal students in literacy and numeracy. These interventions have seen improved student learning outcomes for all students with an explicit focus on areas of need for all students. Aboriginal students in Stage 4 participated in a 3 day Aboriginal Student Leadership workshops with Aboriginal leaders at UNE. $2 768 Norta Norta (NAPLAN) Funds expended $ Equity Funding Funds expended Socio-economic funding $ Additional resources to support student learning such as ipads and Lap Tops were bought and utilised. Funds also provided training in L3 and evidenced in improved student outcomes. A 0.2 SLSO was employed to support students with identified learning needs. Support funds for wellbeing and attendance on extracurricular activities (excursions) This funding also provided for professional learning opportunities for explicit training of two classroom teachers, two SLSOs and the Learning and Support Teacher to support the implementation of explicit and interventions in class programs. Data is continually monitored. $2 745 Learning Support $ $8 000 $8 176 ICT $ Funds expended Low level adjustment for disability funding $ Next Steps This funding equates to two (2) full-time SLSOs for two special needs students requiring full-time explicit and targeted interventions. $ Funds expended
9 Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile K- 6 Enrolments Students Year Male Female Year 7 12 Student attendance profile K- 6 School State DoE Year K Total K Total Year 7 12 School State DoE Year Total Total
10 Post-school destinations Proportion of students moving into post-school education, training or employment Year 10 % Year 11 % Year 12 % seeking employment 0 employment 100 TAFE entry 33 university entry 0 other 7 0 unknown 0 Year 12 students undertaking vocational or trade training 2015 Year 12 students: 100% students participated in a course from the Vocational Education and Training Framework. 50% of students participated in 2 courses and 16% of students participated in 3 courses. Of these students, 50% participated in Primary Industries. Year 12 students attaining HSC or equivalent vocational educational qualification In % of the HSC cohort completed the HSC or equivalent vocational educational qualification. The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. No staff member identifies as an Aboriginal or Torres Strait Islander. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications Undergraduate degree or diploma 96 Postgraduate degree 4 % of staff Professional learning and teacher accreditation One teacher successfully submitted their Proficiency report to gain their accreditation. This year all staff completed a Professional Development Plan (PDP), setting out their professional learning goals, and their relationship to the school s strategic goals, and the Australian Standards for teachers. Workforce composition Position Number Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 2 Head Teacher(s) 2 Classroom Teacher(s) Teacher of Reading Recovery 0.5 Learning and Support Teacher(s) 0.9 Teacher Librarian 0.6 Teacher of ESL 0 School Counsellor 0 School Administrative & Support Staff Other positions (ISTH) 1.0 Total 22.64
11 Financial summary Financial summary for 229 (SAP) schools Financial Summary for the Year Ended 31 December 2015 (Bingara Central School)* 2015 Actual ($) Opening Balance Revenue Expense 161,710 2,952,486 Appropriation 2,871,737 Sale of Goods and Services 13,718 Grants and Contributions 63,562 Investment Income Gain and loss Other Revenue 3,470 (2,914,001) Recurrent Expenses Employee Related (2,665,316) Operating Expenses (248,684) Capital Expenses Employee Related - Operating Expenses - Surplus/Deficit for the Year Balance Carried Forward , ,195 The information provided in the Financial summary is current at the date shown. This summary includes reporting from 1 January 2015 to 31 December Funds received through the Resource Allocation Model Component RAM Base 2,258,640 Location 67,343 Other Base 2,191,297 Equity 206,315 Aboriginal 20,398 Socio-Economic 61,854 Language - Disability 121,571 Equity Transition 2,493 Targeted Total 131,723 Other Total 225,715 Total 2,822,394 The RAM data is the main component of the Appropriation section of the Financial summary above. Further details concerning the statement can be obtained by contacting our school. Page 11 of 13
12 School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. Higher School Certificate (HSC) In the Higher School Certificate, the performance of students is reported in bands ranging from Band 1 (lowest) to Band 6 (highest). HSC: Relative performance from NAPLAN Year 9 (Cohort Progress) Performance Band Low Middle High School #N/A SSG Average Note: By definition, the State average relative performance is zero Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. In 2015 Bingara Central School utilized the Tell Them From Me (TTFM) survey suite to collect data from students, parents and staff. The following points represent their views on a range of topics. 90% of Primary students and 79% of Secondary students believe they have positive friendships at school. 78% of Primary students and 28% of Secondary students indicated that they were interested and motivated in their learning. 85% of Primary students and 60% of Secondary students believe that the school staff emphasizes academic skills and hold high expectations for all students to succeed. 98% of Primary students and 70% of Secondary students value schooling outcomes and feel that what they are learning at school is directly related to their long-term success. 82% of parents attended meetings throughout the 2015 school year. 88% of parents had aspirations for their child to complete Year % of parents believe that reports on their child s progress are written in terms that they understand. Policy requirements Aboriginal education In 2015, 13% of students were identified as Aboriginal or Torres Strait Islander. Bingara Central School received Aboriginal background funding in These funds enabled the employment of a part-time SLSO to support the learning of Aboriginal students across the school. Aboriginal students attended an Aboriginal Student Leadership program at the University of New England. All students were supported to participate and access the activities associated with the annual Myall Creek memorial commemorations in June. All teaching and learning programs associated with the Australian Curriculum have an Aboriginal perspective. This enables students to become more familiar with Aboriginal perspectives across Key Learning Areas.
13 Multicultural Education and Anti-racism Bingara Central School values highly the contribution of other cultures to our school. In August 2015, Bingara Central School hosted 13 ni-vanuatu teachers from Central School, Port Vila for a week in Bingara. Throughout the week the visiting teachers and the Bingara Central School staff and students exchanged their culture and traditions. Bingara Central School community raised funds for Central School to support their restock of educational resources after being severely affected by Cyclone Pam in Vanuatu in March 2015.
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