2018 Albert Park Public School Annual Report€¦ · Introduction The Annual Report for 2018 is provided to the community of Albert Park Public School as an account of the school's

Albert Park Public SchoolAnnual Report

2018

4177

Printed on: 29 April, 2019Page 1 of 13 Albert Park Public School 4177 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Albert Park 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.

Jenni Smedley

Principal

School contact details

Albert Park Public School344 Keen StreetEast Lismore, 2480www.albertpk-p.schools.nsw.edu.aualbertpk-p.school@det.nsw.edu.au6621 3259

Message from the Principal

Albert Park Public School is committed to ensuring that our students are the centre of all that takes place. As an EarlyAction for Success School, we continue to build a culture of quality teaching and learning. Through explicit andsystematic quality teaching across all key learning areas, our teachers guide, challenge and extend our students in thedevelopment of the foundation skills they will need for continued learning throughout their schooling and lives. We areproud of the achievements of our children.

The school has a strong focus on student wellbeing and has implemented a number of programs and initiatives thatsupport our students to become safe, respectful learners. Throughout 2018 we have ensured school life is full of optionsand opportunities for authentic learning both across and beyond the curriculum.

Our students performed at a number of events in dance, art, choir, sport, student leadership and music. The studentrepresentation at all levels for a small school is to be commended. The staff work together to improve and increase thelearning opportunities for all students and to ensure that all students are known, valued and cared for.

The achievements detailed in this report are possible thanks to the work of very dedicated, energetic, professionalteachers, tireless administration and support staff and a small but effective P&C who support and make possible ourmission. The staff work together to improve and increase the learning opportunities for all students and to ensure that allstudents are known, valued and cared for.


Message from the school community

Albert Park P&C has had a successful year. We have operated the school canteen so the students could buy their lunchone day a week and have begun to implement "Meal Deal" days. Takings from the canteen continue to be on the rise.We held a pie drive to raise funds and through these activities we have been able to continue to fund the costs of busesfor school events such as sports carnivals, swimming lessons and excursions such as Byron Bay, retirement villages andFraser Island. The P&C has also provided gardens for the classes to plant vegetable in and funded sausage sizzles forfamilies throughout the year for PLP development, discos and other social gatherings. We have also provided Year 6with graduation bears for their farewell night. Albert Park Public School is the centre of a tightknit community and weencourage all our school families to be actively involved with the school and its efforts to ensure an excellent educationfor our children. We welcome all ideas and look forward to seeing you at the P&C meetings. P&C meetings will be heldon the Wednesday of Weeks 4 and 8 each term beginning at 2.00pm in the staffroom.

Message from the students

We began school in 2012 and only some of us have been here since Kindergarten, but all of us have enjoyed our yearshere very much. We have had some of the best experiences here. We have enjoyed meeting people, learning everythingthat we now know and doing heaps of fun and interactive learning programs along the way. We were once five year olds,shy and new to the school, but thanks to every teacher who has taught us, we have now grown into confident Year 6leaders, who will be sad to say goodbye to our beautiful little school. We would particularly like to thank all the greatteachers who make learning fun. Thank you for helping us with our learning and encouraging us to try our best and meetchallenges head on. Because of this we are looking forward to high school. Like most Year 6 students we are going tomiss this wonderful school with caring students and staff. Albert Park Public School is a unique school with so manygreat qualities and we are very sad that this chapter of our life is nearly over. We have had many experiences during ourtime here. We have visited many places including Canberra, Fraser Island and Brisbane. We have learnt aboutneuroscience, the environment and recycling, Aboriginal culture, Chinese, art, biology, just to name a few and that's noteven mentioning the amount of Maths and English the teachers made us do! A huge thankyou to Mrs P and Mrs Nickofor organising so many fun school events. We are privileged to be students at this school and everything we have learntwill help us in our future journeys, through high school and life. We will never forget what a great place this school hasbeen and the opportunities we have been given.

Ash and Ivy


School background

School vision statement

Albert Park Public School recognises that each child is an individual; that all children are creative; that all children cansucceed. Therefore, Albert Park Public School respects the individual needs of children; fosters a caring and creativeenvironment; and emphasises the social, emotional, physical and intellectual development of each child.

School context

There are currently 94 students enrolled at Albert Park. Enrolments are predominantly local and 27% are Indigenousstudents. The school has an Aboriginal Education Officer and representation on the AECG. Albert Park Public Schoolhas four permanent teachers, an Instructional Leader and a part time librarian and RFF teacher. Priorities as identified bysurveys include continual focus on literacy and numeracy, technology and student welfare. As a result, the schoolemploys two temporary teachers, 3 full time School Learning Support Officers, a School Chaplain and a part timeAboriginal School Learning Support Officer. The school has a small but active P&C. Our school is part of the Rivers P–12College with staff actively engaged in collegiate meetings and cross campus professional development.

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.

In the School Excellence Framework domain of Learning, the school is "Sustaining and Growing." There is a commonunderstanding across the school that student engagement and quality learning programs are related. Student learningneeds are identified through ongoing coordination, monitoring, assessing and evaluation of educational programs.Information is gathered through Personalised Learning Plans, Individual Educational Plans, parent meetings, Learningand Support Team meetings, Student Welfare Team meetings and PLAN data to monitor and refine a whole schoolapproach to wellbeing, engagement and attendance. Needs are addressed in the form of explicit teaching for allstudents.

In the School Excellence Framework domain of Teaching, the school is "Sustaining and Growing." Staff have acomprehensive understanding of data and its significance for student assessment. It is being used to identify whole classand individual student learning needs and refine pedagogical practice. Teachers are using tools such as theprogressions, the writing tool and tracking sheets every day to update data and target specific learning intentions forevery student. Data is recorded on PLAN every 5 weeks, analysed by the Principal and the Instructional Leader anddiscussed the following week at whole staff PD meetings. Teachers provide students with constructive feedback on theirlearning and give clear directions on where the student is at and where to next.

Teachers are committed to their own ongoing learning with all teachers participating in performance and developmentprocesses. School leaders demonstrate instructional leadership through program feedback, in class modelling of bestpractice, regular classroom observations focussing on specific areas and follow up professional learning conversationswith identification of future goals and focuses.

In the School Excellence Framework domain of Leading, the school is "Sustaining and Growing." The school leadershipteam at Albert Park supports a culture of high expectations and encourages ongoing community engagement. All staffand the school community have worked together to develop and implement an innovative, strategic school plan inclusiveof major initiatives such as the Encouraging Positive Behaviour Initiative(EPBI), Early Action for Success(EAfS) andTargeting Early Numeracy(TEN). Regular evaluations from school, staff and the wider community in the forms ofmeetings, surveys and data gives valuable feedback for the continued modifications and success of the schoolprograms.

Our school staff are committed to building upon their own professional learning and improving pedagogical practices andall staff have purposeful leadership roles in areas of their own expertise, such as Positive Behaviour for Learning,Learning and Support, Literacy and Numeracy. Opportunities to deliver professional learning as well as participate in itare ongoing throughout the year.


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

Excellence in Learning

Purpose

Students will be engaged in rich learning experiences, developing knowledge and skills with a strong sense of wellbeing.

Overall summary of progress

The staff and students at Albert Park Public School continue to consistently implement Albert Park's EncouragingPositive Behaviour Initiative (EPBI) inclusive of Positive Behaviour for Learning across the school and continue to reviewcurrent practices and systems through regular PBL, Student Welfare and Learning Support Team meetings. PBL wasreviewed and all staff attended professional development. Weekly focusses and explicit teaching of the school valuesand expectations are an essential part of the ongoing successful implementation. The MC class was successfullyestablished into the school with a permanent teacher and School Learning Support Officer (SLSO) being appointed.Quality SLSOs continue to be employed to support students in all classrooms.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

90% of students voice andfollow core expectationsresulting in a reduction ofnegative incidences

Expectations on the Ground

$400.00

Behaviour data has improved. Incidents requiringstudents to attend conferencing have decreased.

100% of students for MC classsuccessfully transition

100% SLSOs receive apttraining for roles.

$200.00 ProfessionalLearning Funds

All MC students were fully transitioned into theschool and integrated into the mainstreamclassrooms for some of the learning time. Ongoingprofessional learning throughout 2018 hasempowered SLSOs to contribute positively to theteaching and learning in all classrooms. PLAN dataK–6 has improved through the intervention ofSLSOs in Literacy and Numeracy programs.

Next Steps

In 2019 – 2020, Albert Park Public School will focus on excellence in learning by engaging students in rich learningexperiences and developing knowledge and skills with a strong sense of wellbeing. Initiatives such as; project basedlearning, Gifted and Talented Literacy and Numeracy and a whole school STEM focus will be implemented from 2019. Areview of the Encouraging Positive Behaviour Initiative will also take place.



Excellence in Teaching

Purpose

Ensure success for our students through the delivery of high quality teaching practices.


The teachers at Albert Park Public School have participated in a number of professional learning initiatives to developpedagogy. These initiatives include, but are not limited to; An Inquiry Based Professional Learning Model, whereteachers consistently studied student data and reflected on their classroom practice and Early Action for Successinitiatives, including professional learning on formative assessment strategies and literacy and numeracy teachingmethods that support high student growth. Teachers continued to take part in an authentic PDP process and usedexperts from within and outside the school to participate in differentiated professional learning.





EAfS

80% of students independentlyproduce quality ageappropriate texts in a variety ofgenres

$30,000 AdditionalInstructional Leadership(Deputy Principal) for Terms2 and 4

$10,000 Reading andwriting resources

74% of children are reported by teachers as beingable to produce quality age appropriate texts. Dueto plotting and analyses changing and the teachersnow using the progressions, the data cannot becompared to last years.

TEN 80% of Yr3 will be Facileat Place Value 3, 90% of Yr 1will be Counting On/Back,Place Value 0 and usingflexible strategies.

$30,000 AdditionalInstructional Leadership(Deputy Principal) for Terms2 and 4

73 % of Year 1 students are Counting On/Back.Teachers have reported growth in all aspects ofnumeracy. Due to plotting and analyses changingand the teachers now using the progressions, thedata cannot be compared to last years.

Next Steps

In 2019, the school will be committed in ensuring that the teaching pedagogy at Albert Park Public School is consistentand teachers will have an understanding and become familiar with the progressions. As an Early Action for SuccessSchool, the school is committed to ensuring that future directions are related to quality literacy and numeracy pedagogy.L3 and TEN will continue to be supported through staff training and new staff to Albert Park Public School will workthrough a strong induction processes to ensure that they are supported to implement quality teaching programs.



Excellence in Leading

Purpose

Lead teaching and learning through school and community collaboration and quality educational practices.


Language, Learning and Literacy (L3) Stage 1, Language, Learning and Literacy (L3) Early Stage 1 and Targeting EarlyNumeracy (TEN), were implemented during 2018. Teachers are continuing to develop high quality programs that arereflective of NSW syllabus documents. All teachers are involved in professional learning conversations with the IL andreflect on their lessons. The staff are committed to creating quality learning environments with high expectations,elements of visible learning and opportunities for students to reflect on their learning.





Increase the percentage ofstudents demonstratingexpected growth in literacy andnumeracy

Extra Classroom Teacher

$110,000

Due to plotting and analyses changing and theteachers now using the progressions, data cannotbe accurately compared to last years. All studentsstrived to improve their learning in reading, writingand numeracy and all staff aimed to achieve oneyear's progress per year for each student. In Year 5Numeracy and reading data showed an upwardtrend where 62% met or exceeded the expectedgrowth through the high quality differentiatedteaching and learning programs.

Next Steps

In 2019 Albert Park Public School will focus on Excellence in Leading by continuing to build teacher strength throughtargeted professional learning to improve pedagogical practices. Staff will continue to have purposeful leadership roleswith opportunities for extended learning and opportunities to deliver PL to staff and teams. Identified students willcontinue to be a focus and the school's Learning and Support Team will continue to drive inclusion and engagement in2019.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal performers,NAIDOC Day celebrations,Personalised Learning PlanMeetings $2000.00

The school implemented the Language NestProgram that enabled the students to learnabout Aboriginal culture and participate insignificant lessons that supported theirpersonal learning pathways. One of thehighlights was a cultural excursion to ByronBay. Significant Aboriginal days werecelebrated and visits by Solid Mob enabledlearning about a healthy lifestyle.Personalised Learning Plans wereimplemented for all Aboriginal students.

Low level adjustment for disability Funding $30,000 Additional LaST allocation of 1.5 days perweek was implemented to support students inthe classroom and intervention. This hasimproved student data, especially in K–2.Over 60% of students in K–2 are working ator above EAfS standards in reading.

Quality Teaching, SuccessfulStudents (QTSS)

Wage $9430 Employ IT professional 1 day per week totrain and work with staff in the use of ICT intheir daily work and to keep equipment up todate.

Technology is evident across all KLAs andevident in teacher programs. 80% of studentsexiting the year with skills aligned to thescope and sequence.

Socio–economic background Additional teacher time$51,000

Additional teacher time to ensure smallergroup sizes and support students in theclassroom and intervention. This hasimproved student data, especially in K–2.Over 60% of students in K–2 are working ator above EAfS standards in reading.

Support for beginning teachers Time for class teacher tomeet with InstructionalLeader

$4000

Teacher engagement in in–depth professionallearning to address implementation of theliteracy and numeracy progressions.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 37 33 36 54

Girls 19 24 31 35

Student enrolment has steadily increased over the pastfew years. The Multi–Categorical (MC) Class wassuccessfully introduced and seven children with specificneeds are enrolled.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.1 88.5 91.4 89.8

1 89.3 93.1 91.1 90.6

2 83.1 90.5 86.5 92.2

3 89.9 82.6 87.6 93.5

4 79.7 90.7 85 92.5

5 93.3 83.8 84.2 84.5

6 87.3 88.7 86 91.2

All Years 87.7 88 87.6 90.4

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 at Albert Park Public School is managedthrough the Encouraging Positive Behaviour Policy.Students' attendance is monitored through daily rollcall. If a student's absences become a concern, thatstudent is referred to the Learning Support Team andthe Department's policy is followed. Strategiesimplemented by the school to ensure consistentattendance are part of our weekly School RewardSystem. Students are awarded Deadlies to encourage

consistent attendance and there is also a class winnerof a lucky dip award for those students who have 100%attendance rate for each fortnight. If a child is absentfor more than two days without contact to the school,class teachers then call parents. Roll checks arecarried out regularly and Home School Liaisoninvolvement where required. Attendance remainssteady at the 90% mark.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 4.54

Learning and Support Teacher(s) 0.4

Teacher Librarian 0.2

School Administration and SupportStaff

3.41

Other Positions 1

*Full Time Equivalent

Albert Park has an Aboriginal Education Officer, AuntyArlene Roberts, who works across the school K–6 tosupport staff, students and parents. We also employeda part time Aboriginal SLSO to supportliteracy/numeracy groups and deliver cultural lessons.We received funding throughout the year to employ anAboriginal tutor under the Language Nest Program.

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

The major priorities for teacher professional learning asdetailed in the School Plan during 2018 were tostrengthen the capacity of all teachers to improvestudent learning in literacy and numeracy, continue tosuccessfully implement the English and Mathscurriculum as well as receive training in using theprogressions. The teachers attended regular PL tointroduce and familiarise themselves with theprogressions and all staff received training in teachingchildren with Autism in the classroom. All teachers


participated in staff development on Mathematicalstrategies with Miss Coyle and all teaching staff had PLon using LMBR. All mandatory school training wascompleted and Ms Tardrew, Mr Mack and Ms Coyleattended monthly training in L3. Mrs Nicholsonparticipated in regular SAM networking meetings. MrsSmedley and Mrs Nicholson attended intensive trainingin finance and Mrs Smedley attended the North CoastPrincipal's Conference. Ms Tardrew submitted teacheraccreditation.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 138,548

Revenue 1,564,984

Appropriation 1,531,405

Sale of Goods and Services 3,148

Grants and Contributions 29,302

Gain and Loss 0

Other Revenue 0

Investment Income 1,129

Expenses -1,415,506

Recurrent Expenses -1,415,506

Employee Related -1,285,249

Operating Expenses -130,257

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

149,478

Balance Carried Forward 288,026

Albert Park has a finance committee that meets everyterm. The finance committee ensures that the school ison track with its spending and reviews anydiscrepancies due to over or under allocation of funds.The school's spending has been consistent over thepast few years with much of the funding going tosupport students with additional needs and supportingliteracy and numeracy intervention with additionalteaching and SLSO time. There have beenaccommodations made for two lots of workerscompensation claims where the school has had tooutlay initial funds before being reimbursed or hadpayment taken over by workers compensation. The

school will carry over $80,000 into 2019 to continue toemploy an additional teacher.

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 766,051

Base Per Capita 12,956

Base Location 1,600

Other Base 751,495

Equity Total 189,408

Equity Aboriginal 70,642

Equity Socio economic 61,753

Equity Language 0

Equity Disability 57,013

Targeted Total 272,213

Other Total 182,080

Grand Total 1,409,752

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

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.

Students have made significant improvements inliteracy achievement as a result of the continuedimplementation of Early Action for Success. 73% ofstudents have shown growth in reading, 83% in spellingand 50% of students showed growth above the stateaverage in writing. Teachers differentiate to providestudents with individualised programs resulting in animprovement in results.

Students have made significant improvements innumeracy achievement as a result of the continuedimplementation of Targeting Early Numeracy andteachers ensuring numeracy programs aredifferentiated for students requiring extra assistance. Allstudents showed growth in numeracy with 75%showing above the state average. The My Schoolwebsite provides detailed information and data fornational literacy and numeracy testing.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

Parent/caregiver, student, teachersatisfaction

Albert Park Public School strives to gain input fromstaff, students and the community to ensure eachstakeholder is satisfied with school procedures, eventsand culture. Each year we receive feedback from thesurvey process. Albert Park continues to have a greatreputation within and beyond our community ofLismore. From the feedback we received as part of thesurvey process some of the reasons for this include:

* The school brings out the best in each child.

* Students are our primary focus.

* Parents feel they can talk to the teachers about theirchild.

* Students feel they have a special teacher/person theycan go to when needed.

* Students' learning needs are catered for on anindividual basis.

* Progressive teaching methods are used.

* Home/school communication is regular and effective.

Policy requirements

Aboriginal education

Albert Park Public School is committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students so that they achieve andexcel in every aspect of their education. Aboriginalperspectives continue to be embedded into teachingand learning activities including Aboriginal history,heritage and current issues.

APPS continues to improve the quality of teaching andlearning for Aboriginal students through: • Providing small group support in literacy and

numeracy groups through a targeted programdelivered by the AEO.

• Personalised Learning Plans for all Aboriginalstudents. 100% of Aboriginal students have aPersonalised Learning Plan that is a sharedresponsibility between the school, parents/carersand the student. The impact of these PLP'ssupport improvements in literacy and numeracyand also identify cultural goals relevant to thestudent's connection to country.

• School staff regularly attending local AECGmeetings and the school is committed to ensuringthat current trends in Aboriginal education arepart of school wide procedures. There isconsultation between the local AECG and theschool on all matters pertaining to AboriginalEducation.

• Lismore Community of Schools joint Aboriginalexcursions and Aboriginal Art Day.

• Aboriginal and Torres Strait Islander activitiesorganised over the year by Aunty Arlene andparticipation in school based and LismoreReconciliation and NAIDOC activities.

• Visits from Solid Mob and participation in healthrelated activities.


• Successful application to the Language Nest foran Aboriginal tutor who delivers an Aboriginallanguage program K–6.

• The school ensuring a budget allocation so thatall Aboriginal children had the opportunity toparticipate in extra curricular activities.

The continuation of Art Club, Deadly Awards andplayground sporting programs have contributed toattendance rates remaining stable.

Multicultural and anti-racism education

The Multicultural Education Program at Albert ParkPublic School involves the whole school promotingpositive relationships between all members of thecommunity leading to a stronger understanding andrespect for all cultures. Students are presented withinclusive teaching practices which recognise and valuethe backgrounds and cultures of all students.Multicultural issues and perspectives are taught acrossall curriculum areas. This year:

* students participated in the Harmony Day activitiesthat provided students with a more in–depthunderstanding of different cultures.

* Staff increased students' understanding of racism anddiscrimination and its impact through activity basedteaching and learning programs.

* New staff attended the Connecting to Country Course.

* All students participated in National Day againstBullying and Racism activities.


Documents

2018 Albert Park Public School Annual Report€¦ · Introduction The Annual Report for 2018 is provided to the community of Albert Park Public School as an account of the school's