2017 Jiggi Public School Annual Report - Amazon S3 · health and safety.€ These include First Aid/CPR training, emergency care and Keep Them Safe (Child Protection) training.€

Jiggi Public SchoolAnnual Report

2017

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Printed on: 13 April, 2018Page 1 of 10 Jiggi Public School 2235 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Jiggi Public School as an account of the school's operationsand 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.

Michelle Stroud–Watts

Principal

School contact details

Jiggi Public SchoolJiggi-Nimbin RdJiggi, 2480www.jiggi-p.schools.nsw.edu.aujiggi-p.School@det.nsw.edu.au6688 8221


School background

School vision statement

At Jiggi Public School the students are the highest priority. Every decision is, and always will be in the best interests ofthe students. Jiggi Public School strives to keep students safe, happy and engaged in explicit, meaningful learning. Ourvision is for our ‘Jiggi Gems’ to be respectful, responsible, caring students who achieve their full potential. We will do thisin close partnership with parents and the surrounding community.

School context

Jiggi Public School has an enrolment of 38 students, drawn exclusively from the local area and travel to school by bus orcar. The school attracts outstanding levels of support and involvement from parents and community members.

The school students are known as Jiggi Gems. There are two classes— Diamonds (K–3) and Opals (4–6). The schoolhas a computer room a library, canteen, play equipment and an Interactive Whiteboard in every room.

Jiggi Public School is also a proud member of the Big Scrub and First North Community of schools and Rivers P– 12which enhances our quality teaching and learning while providing a diverse range of experiences and opportunities forour students.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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.

Student wellbeing remains as our priority for all students. The school has implemented several strategies to provideevidence of excelling in this area. In the Teaching domain teachers ensure that all lessons are systematically planned aspart of a coherent program that has been collaboratively designed. Accommodations and adjustments are made to suitneeds as they arise.

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

Health and Wellbeing

Purpose

To create and nurture a supportive social and physical environment where children and staff are happy, safe andempowered to make positive choices and to be confident, resilient and assertive.

Overall summary of progress

The SRC have been running an assembly every Thursday. During these assemblies values and school rules arediscussed. SRC report on which activities are happening in the school to support this.

A whole school reward system was started for the playground, however, teachers felt this was superfluous.

Every Friday social play games including twister, chess, pick up sticks etc. were introduced to encourage positive, verbalcommunication and interaction between students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All students will achieve theirnegotiated learning goals. Thiswill be measured through studentself–evaluation and progressalong the literacy and numeracycontinuums by teacherplacement. Once these individuallearning goals are achieved, wewill acknowledge success anddevelop a new set of learninggoals to continue improvement.

Hire of a third teacher tosplit into three learninggroups.

Students have individual learning goals, negotiatedwith their teacher. All students reflect on their aimsand achievements.

Next Steps

Teachers adapt and change wellbeing strategies according to individual needs. We are now going to track changesmade so we keep a record and are able to reflect back on what and whom we have focussed on.



Student Engagement

Purpose

To support staff in motivating children through quality teaching and learning experiences which target their needs.


Teachers attended professional learning with our two community of school groups.

Modelling of literacy sessions occurred in 2017 and coaching of establishing a balanced literacy session was beneficialfor all teachers.

Students have been engaged in homework projects based on their interests and choice. They presented their work tothe class which was received well with all students.

Our P&C have met regularly to discuss various aspects of school life and several consultations have taken place in 2017.





School and National data indicateimproved student growth andabove benchmarks in coresubjects.

Hire of a third teacher tofocus on students in need ofextra help and those whorequire extension.

Student growth is above the expected level for stateachievement.

Next Steps

The Opals are exploring project based learning in 2018.



Curriculum and Assessment

Purpose

To support staff to assess and monitor individual learning needs in order to implement and evaluate quality teaching andlearning programs and achieve improved Literacy and Numeracy results for all students.


Teachers collaboratively planned teaching programs based on our findings using the Bump It Up strategies. Studentsare in various literacy groups based on individual needs. Whilst some areas of Literacy can be sequenced throughoutwhole school, some need to remain according to class needs. All teachers are using the North Coast MathematicsScope and Sequence for program planning. Students are able to explain relevant aspects of the Naplan writing markingcriteria to assist them with achieving their negotiated learning goals.





Decreased number of studentsachieving at or below minimumstandard.

Hire of third teacher. Students are achieving exceptional growth.

Increased percentage ofstudents’ growth rates achievinggreater than or equal to expectedgrowth.

Students in K to year 2 arereading at Level 11, 18 and 22respectively by end of each year.

K–2 at or above expectedNumeracy levels by end of eachyear.

Next Steps

In 2018 teachers will meet once a week to discuss Bump It Up Strategies and plan for individual learning andachievement.


Key Initiatives Resources (annual) Impact achieved this year

Support for beginning teachers Beginning teacher funding.

• Support for beginningteachers ($3 000.00)

Beginning teacher has reported being moreconfident in teaching writing.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 20 26 24 18

Girls 11 12 11 12

Student attendance profile

School

Year 2014 2015 2016 2017

K 94.9 95.3 96.4 96.2

1 93.6 96.6 96.6 94.9

2 96.7 95.2 96.7 95.9

3 98.4 92.7 93.7 94.7

4 94.9 94.2 97.6 95.4

5 97.8 94.1 93.6 95.2

6 94.6 94.4 95.8 89.4

All Years 95.6 94.6 95.7 94.7

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 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 93.9

Management of non-attendance

Parents are asked to either phone, send in a note, senda Facebook message or an email to explain anystudent absences. If we have no contact, dependingon the circumstances, a teacher or office staff willcontact the parents. This is recorded and actioned ifrequired. No student is absent for more than threedays without contact.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 1.38

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.1

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

0.9

Other Positions 0

*Full Time Equivalent

This year we had one teacher and one StudentLearning, Support Officer who identified as Indigenous.

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 staff have participated in the mandatory trainingrequirements that target student/staff health andwellbeing especially those that centre on workplacehealth and safety. These include First Aid/CPRtraining, emergency care and Keep Them Safe (ChildProtection) training. Similarly, all staff areup–to–date in their anaphylaxis and asthma training. They have also actively participated in scheduledemergency evacuation drills and lockdowns, which willbe ongoing.

Significant amounts of professional learning wereundertaken by Jiggi Public School staff in 2017. Asresearch suggests that teacher quality is thesingle largest indicator of student success, this was afocus area throughout 2017.

Staff continue to receive training in differentiating the


Mathematics and writing remains a focus, as doesfuture focussed learning. Staff monitor their individualprofessional development requirements through theimplementation of Performance and DevelopmentPlans. Training is continuing in relation to syllabusdocuments for all teachers and teachers are allocatedextra time to engage in lesson observations, peertutoring and mentoring sessions.

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.

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 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 105,226

Appropriation 97,784

Sale of Goods and Services 0

Grants and Contributions 7,363

Gain and Loss 0

Other Revenue 0

Investment Income 78

Expenses -44,260

Recurrent Expenses -44,260

Employee Related -27,137

Operating Expenses -17,124

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

60,966

Balance Carried Forward 60,966

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.

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 422,281

Base Per Capita 5,349

Base Location 1,669

Other Base 415,263

Equity Total 29,676

Equity Aboriginal 6,950

Equity Socio economic 10,157

Equity Language 0

Equity Disability 12,568

Targeted Total 10,910

Other Total 2,648

Grand Total 465,515

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 skills


and understandings demonstrated in theseassessments.

To protect the privacy of individual students, I cannotmake specific comments regarding NAPLAN. JiggiPublic School is identified as a 'zooming' school, onewhich achieves excellent academic results andexcellent growth in academic achievement.

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

Each year schools are required to seek the opinions ofparents, students and staff about the school. In 2017the school community were asked questions whichhelped determine our future focusses and goals for ournext three year cycle of planning. The feedbackreceived has driven the school's priorities in Literacyand Numeracy, Student wellbeing and future focussedlearning.

Policy requirements

Aboriginal education

Jiggi Public School received Aboriginal backgroundfunding in 2017. These funds were used to supportAboriginal students in the school. We also embedAboriginal cultural perspectives into all curriculumareas.

Multicultural and anti-racism education

At Jiggi Public School teaching and learning programsare culturally inclusive. All students participated inHarmony Day activities as a celebration of our culturaldiversity. Students are taught the importance of havingcultural respect for everyone who calls Australia home.


Documents

2017 Jiggi Public School Annual Report - Amazon S3 · health and safety.€ These include First Aid/CPR training, emergency care and Keep Them Safe (Child Protection) training.€