2018 Nambucca Heads Public School Annual Report · As a direct result of financial and staffing resources being strategically invested in the PLC pedagogical framework and associated

Nambucca Heads Public SchoolAnnual Report

2018

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Printed on: 28 May, 2019Page 1 of 18 Nambucca Heads Public School 2696 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Nambucca Heads Public School as an account of theschool'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 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.

Phil Maunder

Principal

School contact details

Nambucca Heads Public SchoolRidge StNambucca Heads, 2448www.nambuccahd-p.schools.nsw.edu.aunambuccahd-p.school@det.nsw.edu.au6568 6411


School background

School vision statement

Nambucca Heads Public School is an outstanding school, our team is proud of our strong culture, high expectationsand successful learners. We cater for the whole child and every single person in our learning community is welcomed,valued and included. Our future focused learning design enables students to be resilient, persistent and confidentlearners.

School context

Established in 1884, Nambucca Heads Public School is located on the Mid North Coast of NSW. We are a K–6 schoolwith an enrolment of 312 students. Students come from a range of socio–economic backgrounds, with approximately22% identifying as Aboriginal. We have 12 classes that are supported by a Principal, a Deputy Principal InstructionalLeader, three Assistant Principals and more then 30 teaching, support and office staff. We have a strong culture andtradition of providing quality education and offer a wide range of opportunities for children. NHPS Is an Early Action ForSuccess School (EAfS). Our Professional Learning Community (PLC) is the core of our pedagogical framework and weare a Positive Behaviour for Learning (PBL) school. Nambucca Heads Public School has a valued place within thetraditions and culture of the community and enjoys loyal community support. The school fosters close relationships withfour feeder pre–schools and Nambucca Heads High School. Joint initiatives are undertaken with Nambucca Heads HighSchool and others in the Valley 10 Community of Schools. The school has an active Parents and Citizens Associationand Aboriginal Advisory Group.

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.

During 2018, our school undertook self–assessment using the School Excellence Framework and participated in anexternal validation. The framework supports public schools throughout NSW in the pursuit of excellence by providing aclear description of high quality practice across the three domains of Learning, Teaching and Leading. During theexternal validation process, an independent panel of peer principals considered our evidence and assessment of theschool's progress, aligned with the standards articulated in the School Excellence Framework.

Executive Summary – 2018 – Nambucca Heads Public School

On 06/11/2018 our school participated in external validation. Nambucca Heads Public School staff prepared, reviewedand annotated evidence for each domain of the excellence Framework. This Executive Summary synthesises theannotated information provided in the body of evidence.

Learning

The results of this process indicated that in the School Excellence Framework domain of Learning we have beenvalidated at:

Sustaining and Growing in Learning Culture, Assessment and Student Performance Measures

Excelling in Wellbeing, Curriculum and Reporting

At NHPS, every member of our learning community is welcomed, valued and included and our school is built on a cultureof high expectations. Students are supported to become self–directed, future–focused learners through theevidence–based approach to learning that underpins our school approach. We have embedded systems, processes andstructures in place that are designed specifically to suit our context and to meet the academic, social and emotionalneeds of all of our students:

• Our Professional Learning Community (PLC) is our whole school pedagogical model The PLC enables staff towork together to ensure all students make learning progress. The collaborative and integrated approach to qualityteaching, curriculum planning and assessment promotes a culture of learning excellence. Parent engagement instudent learning is strongly encouraged and supported through a number of programs and financial investments.Student learning is at the core of our daily business and all strategic decisions are made to enhance studentlearning opportunities and outcomes.

• Our wellbeing programs – Positive Behaviour for Learning (PBL), Social and Emotional Learning scope and


sequence (SEL) and our school wide mindfulness sequence, Getting on Track in Time (GoitIt) • Personalised Learning Plans (PLP's) for every student – Student learning interviews, discussions and conferences

are used to measure and evaluate engagement and progress in learning. All students set explicit learning goals incollaboration with their teacher. Parents are supported to be able to discuss and measure their progress towardstheir learning goals through our PLP's. We committed financially and strategically to Personalised Learning Plansand three way PLP interviews (parent, teacher and child) twice per year. We believe that this will maximiselearning progress and improve communication and relationships between school and home

• Ongoing critical evaluation of quantitative and qualitative data is used to guide decision making on the short andlong–term focus areas for our students. A baseline of positive behaviour expectations has been stronglyestablished at our school and allows students and teachers to focus on making maximum progress in learning inan environment that optimises learning opportunities.

• The assessment practices and tools embedded into our teaching and learning design processes are used tomonitor, plan and report on student learning across the curriculum. Their effective and timely use ensures thatteachers know what students know now, what they should know and what they need to learn next to maximisetheir progress. This systematic process of gathering, analysing and interpreting a range of assessment data tomeasure and evaluate student learning against expected outcomes ensures effective learning design that isresponsive to student needs and enables students to become self–directed, future–focused learners.

Teaching

The results of this process indicated that in the School Excellence Framework domain of Teaching we havebeen validated at:

Sustaining and Growing in Effective Classroom Practice and Professional Standards

Excelling in Data Skills and Use and Learning and Development

At NHPS, all staff demonstrate a personal responsibility for and commitment to improving their own teaching practice andsupporting others to improve. Embedded systems, structures and processes support a coordinated whole schoolapproach to developing professional teaching practice. Evidence–based practice is integrated into all teaching andlearning programs designed in our Professional Learning Community (PLC) planning cycles. The PLC effectiveness isregularly evaluated as part of the PLC learning design process and through our reflection tool. Through this, we evaluateprofessional learning activities and discuss learning from targeted professional development with other staff to improvepractice. Engagement with and reflection on current and emerging educational research is purposefully structured intoprofessional development meetings and is targeted to align with goals and milestones the school plan.

The most recent PLC Reflection survey dataset shows that 94% of teaching staff indicated they strongly agree that "ThePLC process provides me as a teacher opportunities to develop my teaching skills with colleagues". This is a significantmeasurable improvement on the 70% of staff who initially indicated that they agreed in the first dataset 2 years earlier,particularly when considering that membership within teams has necessarily altered with staffing changes.

Leading

The results of this process indicated that in the School Excellence Framework domain of Leading we have beenvalidated at:

Sustaining and Growing in Educational Leadership, School Implementation – Planning and Reporting and SchoolResources

Excelling in Management Practices and Processes

Our measurable improvement shown throughout our External Validation submission is undeniably a direct result of ourleadership team's commitment to fostering a school wide culture of high expectations. Quality strategic planning with afocus on quality teaching and learning is evident within our School Plan and EV submission.

The systems, structures and processes implemented at Nambucca Heads Public School ensure a range of qualitativeand quantitative data is analysed and critically evaluated when the leadership team makes decisions about thedeployment of teaching and non–teaching staff to achieve improved student outcomes. As a result of the leadershipteam's ongoing analysis of longitudinal student assessment and wellbeing data an additional $195K has been invested instaffing this year to enable the structures and framework for PLC to go ahead. This investment also ensures thatdifferentiated learning designed within PLC is delivered effectively and supported with the appropriate level of staffingneeded to provide effective and targeted intervention and extension to meet the needs of all students and improvestudent learning outcomes.

Strategic investments include intervention staff deployed to target students in the early years of schooling who areidentified through assessment data as at risk of not achieving expected outcomes, as well as additional SLSO staffing in


the early years. Regular evaluation and analysis of K–2 student achievement and progress against syllabus outcomes isincluded as a standing item in PLC agendas to ensure the deployment of staffing resources is timely and effective and ishaving a measurable impact on targeted students' learning progress.

As a direct result of financial and staffing resources being strategically invested in the PLC pedagogical framework andassociated supporting staff structures we have seen a measurable improvement in student growth, collaborative planningand quality teaching practice.

Teachers are supported with purposefully designed administrative systems, structures and processes to enhance thestreamlined use of school and student data and the effectiveness of staff communication around student learning andwellbeing needs. We have purposefully designed, customised and implemented a suite of data recording, collation andanalysis tools and processes to enable ongoing evaluation and analysis of relevant school–wide data including:

• academic achievement against syllabus standards • cohort growth over time against projected targets • individual student growth against syllabus and progression indicators • recording communication of positive and negative student behaviours

The accessibility and contextual relevance of the systems and processes in place have significantly improved staff abilityto use and analyse data to make evidence–based decisions to improve teaching practices, make adjustments to schoolmanagement processes and enhance communication with parents around student engagement and wellbeing, growth inlearning, academic achievement and behaviour.

Prior to the implementation of these systems and processes decisions around student needs and school processes wereheavily dependent on anecdotal evidence and staff observations and were reactive in nature. Following the design andimplementation of the assessment, behaviour, award and reporting databases, decisions and school initiatives are nowevidence–based and proactive, and discussions are led by what the data is showing, as well as by what staff areobserving and feeling. The analysis of quantitative and qualitative data to drive decision making demonstrates how thesesystems and processes are used to underpin ongoing school improvement and the professional effectiveness of allschool members.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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 Teaching and Learning

Purpose

Individual student learning progress is maximised through differentiated learning design.

Overall summary of progress

Professional Learning Community

The PLC is our school wide approach to learning design, or our "Pedagogical Framework". The PLC is our main strategicinitiative.

Our PLC achieves five of the seven themes within What Works Best: Evidence Based Practices to Help Improve NSWStudent Performance published by CESE :

High Expectations

Explicit Teaching

Effective Feedback

Use of data to inform practice

Collaboration

Continuous professional learning opportunities and processes embedded as a result of the PLC framework demonstratethat at Nambucca Heads Public School excellence in teaching practice and continuous improvement is proactivelysupported and valued . The purposeful structure of the Professional Learning Community and the embedded reflectiveprocesses clearly align with the first strategic direction in the School Plan and have significantly contributed to astrengthening culture of high expectations in which teacher quality and continuous improvement is a key driver .Following the implementation of the PLC model there has been a sustained and measurable improvement in teacherpractice and collaborative professional development.

In the most recent reflection survey dataset, 94% of teaching staff indicated they strongly agree that " The PLC processprovides me as a teacher opportunities to develop my teaching skills with colleagues ". This is a significant measurableimprovement on the 70% of staff who initially indicated that they agreed in the first dataset 2 years earlier. In addition tothis, 85% of staff now agree that " We use the results of our common assessments to assist each other in buildingstrengths and addressing weaknesses as part of a process of continuous improvement designed to help studentsachieve at a higher level ", a significant improvement on the initial dataset measure of 45% agreement. This measurableimprovement is undeniably a direct result of the strategic commitment to and implementation of the PLC pedagogicalmodel. It is clear evidence that the PLC structure enables teachers to actively evaluate, share and discuss learning fromtargeted professional development with other staff to improve whole school practice.

The strategic allocation and deployment of staffing resources to make best use of available expertise is clearly evident inthe school plan and in our significant financial investment in and commitment to the PLC pedagogical model. Thesystems, structures and processes ensure a range of qualitative and quantitative data is analysed and critically evaluatedwhen the leadership team makes decisions about the deployment of teaching and non–teaching staff to achieveimproved student outcomes. As a result of the leadership team's ongoing analysis of longitudinal student assessmentand wellbeing data an additional $195K has been invested in staffing this year to enable the structures and framework forPLC to go ahead. This investment also ensures that differentiated learning designed within PLC is delivered effectivelyand supported with the appropriate level of staffing needed to provide effective and targeted intervention and extensionto meet the needs of all students and improve student learning outcomes. This investment includes intervention staffdeployed to target students in the early years of schooling who are identified through assessment data as at risk of notachieving expected outcomes, as well as additional SLSO staffing in the early years.


Regular evaluation and analysis of K–2 student achievement and progress against syllabus outcomes is included as astanding item in PLC agendas to ensure the deployment of staffing resources is timely and effective and is having ameasurable impact on targeted students' learning progress

NHPS has completed the SEF–SAS 4 times now and have made improvements in all 14 areas since 2016. We aredirectly attributing 9 of these 14 areas of improvement to the PLC implementation.

Personalised Learning Plans

During 2016 it was agreed that our reporting system was not progressive or proactive as we were reporting to parentsafter the fact. Reports were sent home at the end of the semester and parent teacher interviews occurred after reportshad gone home. We determined that this was a deficit model as information was more than likely forgotten before thebeginning of Term 3 and almost certainly forgotten over the Christmas holidays. It was also agreed that personalisedlearning was important for every single student, not just those who are targeted. As a result of our evaluations andplanning we committed financially and strategically to Personalised Learning Plans and three way PLP interviews(parent, teacher and child) twice per year. We believed that this would maximise learning progress and improvecommunication and relationships between school and home. Staff are now released for a minimum of one full day twiceper year to complete their PLP interviews and in cases where there are a large number of students additional days havebeen allocated from our equity funding.

To increase parental engagement with our PLPs we shared our plans with the school community both as a reminder andas an engagement action. Data has also been publically shared informing parents of the interview completion rates andsurvey results.

Feedback has been collected from parents via PLP surveys. These surveys are placed outside the interview room aspart of the process and parents are reminded to complete them after the interview.

Survey Data Summary:

Interview Completion

2016 – 195/261= 75%

2017 Sem 1 – 236/288 = 81%

2018 Sem 1 – 258/303 = 85%

Survey Completion

2016 – 154/195 = 78%

2017 Sem 1 – 195/236 = 82%

2018 Sem 1 – 193/258 = 74%

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Learning Measures: TieredTargets for Literacy andNumeracy developed within PLCTeams

NAPLAN – Average calledGrowth greater than or equal toSSSG

Staff Engagement Measure:TTFM Survey Data: BaselineData 94% agreement forengagement with work.

1. Maintained perception forengagement with work Q1(Baseline Data 94% agreement,People Matter Survey – see

$195000 PLC delivery andintervention

$15000 Pl Budget for PLP's

NAPLAN 2018 Baseline Data vs SSSG (StatisticallySimilar Schools)

Reading –15

Writing +8

Grammar and Punctuation +1.5

Spelling –12

Writing +8

2019 Focus is Reading

2018 PLP Progress Measure: Two WayCommunication Parent perception – Achieved .3reduction, .Target .1 improvement. reduced survey






highest agreement scoringquestions)

2. Improved perception forPerformance and DevelopmentFramework section. (BaselineData 68% agreement ave forsection – target 15%improvement by 2020)

Qualitative PLP Data fromSchool Surveys 2017: 89% of2017 parents strongly agree thatthey are more aware of thierchild's learning needs as a resultof the PLP process. SurveysCollected 154 (2016 semester 2),195 (2017 Semester 1), 239(2017 Semester 2).

completion from 43 to 15.

2018 PLP Feedback Measure from surveys: 90% of2018 Sem 1 parents agreed or strongly agreed thatthey were more aware of their child's learningneeds as a result of the PLP process

193/258 surveys completed

258/303 Interviews conducted

2018 Staff Performance and Developmentmeasure: PMES Survey Data for questions 3a, 3d,3e showed improvement to 83% from 56%.

Next Steps

PLC

To further improve on the learning culture evident at Nambucca Heads Public School our next steps will be towardsengaging parents and the community more in our learning environment. To move further towards excelling we will workwith the whole learning community to strive for aspirational expectations of learning progress and achievement for allstudents and further demonstrate our commitment to the pursuit of excellence. By engaging parents and the communityfurther to strengthen our culture of high expectations we will aim to improve student achievement as measured byinternal and external assessment measures. This will include the development of a schoolwide approach to expectationsaround homework and aiming to have more parents actively involved in their child's learning at home and in the schoolenvironment.

Staff at NHPS demonstrate a commitment to quality practice. Our next steps will be towards involving staff further in theSchool Planning process to ensure all staff have a clear understanding of how the school plan is at the core of ourcontinuous improvement efforts and are able to clearly articulate how their practice contributes to the achievement of theschool's visions and strategic directions.

Personalised Learning Plans

Engaging with students and parents at a deeper level via student achievement data. We feel that we are now in aposition to put forward that school systems and processes are of a high quality. More rigorous parent participation withdaily learning and strategic planning with high expectations in mind will make a significant positive difference in ourschool outcomes.

Development of an additional database to store and carry forward our overall analysis of PLP's data. This will help usbecome even more specific in regards to the data we are seeking to collect within in our school improvement cycle.



Persistent, Resilient and Confident Learners

Purpose

Students have the skills to develop positive relationships and be socially and emotionally resilient.


Student Wellbeing

Nambucca Heads Public School has made purposeful actions towards improving student wellbeing through ourstrategically planned whole school wellbeing processes. We have worked from our vision through our School Plan toimplement improvement actions for the wellbeing of our school community. Whilst the school plan articulates the actionswe will take and targets for wellbeing the vision statement leads this commitment through the words "whole child","persistent, resilient and confident learners". This message is regularly communicated to the community; we include thevision statement in our school newsletters and staff newsletters, and it is prominently displayed in the staffroom,principal's office, front office, hall and in all classrooms. This vision statement and commitment strongly aligns with theDoE strategic commitment to all students being known valued and cared for.

Our "Vision into Action" is evidence of a long term focus that goes beyond the life of the school plan. The words "wholechild", "persistent, resilient, confident learners" are proactively supported by funded programs running through the schoolplan e.g. Passive Play, Band, Musical, PE Investment , sporting opportunities,

After receiving a 98% Tier 1 implementation score in 2016 for our (Positive Behaviour for Learning (PBL) using theSchool Evaluation Tool (SET) we were able to clearly see that our values and behaviour standards were being wellimplemented and had established a base level of behaviour. The next step for our school was to focus more purposefullyon Social and Emotional Learning (SEL) of our students. Through this evaluation period we noted in TTFM survey resultsthat our students in Year 4–6 had a low perception of their relationships with others. Evaluation of our wellbeing data alsoshowed us that the main types of behavioural challenges and our next inhibitor to learning progress was the social andemotional learning of our students. The actions taken as a result of this information is our strategic and plannedapproach to develop whole school wellbeing processes that support the wellbeing of all students so they can connect,succeed, thrive and learn.

Our Wellbeing Team evaluation of our databases and Tell them From Me Surveys showed a need to support ourstudents to develop positive relationships and be socially and emotionally resilient. Research shows that students whoparticipate in rigorously designed and well taught social and emotional learning programs demonstrate more positivesocial behaviour, are less likely to engage in risky and disruptive behaviour, and show improved academic outcomes.Collaborative learning activities help students to build their social skills. Building a large vocabulary for emotions helps toincrease emotional literacy, build self–awareness and empathy for others. This fits within our Strategic Goal 2's purposeof students becoming persistent, resilient and confident learners (this comes straight from our school vision). Thefollowing three main actions from our wellbeing data analysis have been fully developed and implemented during 2018:

The Getting ON Track in Time (GotIt) program was applied for and approved for our school. The GotIt programinvolves the screening of all students in Years K–2 using the Strengths and Difficulties Questionnaire and targetsstudents and parents in need of Social and Emotional Learning for themselves and their children. The GotIt program isan extensive program that runs for two full terms and supports the Social and Emotional Learning for targeted students inYears K–2. The program is delivered to students and parents in the school library every week.

Our Social and Emotional Learning Scope and Sequence implementation. These images show how the scope andsequence provides us with a schoolwide language and resource set to explicitly deliver Social and Emotional Learningskills and learning opportunities to students. The documents which provide the lesson plans for teachers are available onour server and the weekly lesson is communicated to staff via the calendar shown and through the weekly staffnewsletter.Our School wide mindfulness commitmentand teaching resources support our students to develop their mental wellbeing. Students learn the foundations ofmindfulness meditation, following the


Smiling Mind Curriculum.Underpinned by mindfulness, and incorporating principles of positive psychology, it covers 20 important topics includingawareness, growth mindset and resilience, and is designed to provide a comprehensive curriculum for the whole schoolyear. Content is repeated for each year level, with an increase of time and conceptual development as students mature.Each week includes an explicit teaching session (10 minutes), guided practice (5–10 minutes) and reflection (10minutes). Each class allocates at least three guided meditation sessions in their weekly timetable, with the first session ofthe week including explicit teaching and reflection (an extra 10–20 minutes). As of Term 2, 2018, NHPS staff havecommitted to three guided meditation sessions per week.





PLP Survey Data

TTFM Positive Relationships

TTFM Bullying

$ 15000 PBL Resources For Positive Relationships between 2017 and 2018we saw:

2018 Year 6 boys increase by 2%

2018 Year 6 girls decrease by 3%

2018 Year 5 boys decrease by 5%

2018 Year 5 girls increase 9%

Bullying reduction over 3 years from 42% in 2015 to29% in 2017 and finally down to 25.5% in 2018which is 10% below replica schools.

Next Steps

Greaterinclusion of parents, increased student voice.

More systematic approach to analysis of evidence basedactions and evaluations in order to measure the effectiveness of our decisionsand actions. Continued cross evaluation with the learning area of the SEF tothoroughly evaluate the effectiveness our actions.



Future Focused Learning Design

Purpose

Lesson design and learning environments support and enable independent learners


OUR PLC model has effectively become our Feedback Model Throughout 2018 Our rubrics and assessment matricesenable students to continually self–assess and identify their next learning as future focused and self–reflective learners.Efficiency and flexibility of learning is enhanced by the students' ability to seek explicit, meaningful and formativefeedback related to defined success criteria without the need to wait for the teacher. This future focused learning designis a direct result of the PLC, effective instructional leadership and quality teacher practice. It is important to note thatsimilar videos have been

taken across all classrooms in the school as our measure of student engagement. We can confidently say that thisstandard of learning design is demonstrated across the school. The video is representative of the student outcomes thathave been achieved since the PLC began. The questions asked have been designed and used across schools (NHPS &SWRPS) to evaluate the student engagement that has resulted from the PLC pedagogical framework.

Learning design within PLC is based on DuFour's four critical questions as illustrated in the PLC Pedagogical Frameworkmodel. Planning is underpinned by strongly embedded assessment processes as discussed in detail earlier in thisevidence set. This artefact demonstrates how these critical questions are embedded into the PLC framework and withinplanning document templates. These questions are used to guide the planning cycle, ensure curriculum provision catersto the needs of all learners, and ensure that teaching and learning programs are dynamic and regularly revised based onfeedback, assessment and tracking of student progress and achievement

Teacher Feedback

PLC plans and agendas are developed by the stage's Instructional Leader and are evidence–based; identified studentlearning needs, ongoing assessment data, teacher feedback and observations and identified professional learning needslead each plan. A planning document is sent to PLTs and the Senior Leadership Team (SLT) the week prior to scheduledPLC meetings. This communication document ensures that all team members have an opportunity to plan and reflectappropriately and effectively for their role in the PLC; pre–PLC tasks (e.g. professional readings, lesson reflections,student assessment, data analysis) are a key part of the communication documents and planning process. This plannedapproach ensures that all necessary evidence, research, resources and data is immediately available and time within thePLC meeting is spent as efficiently as possible to systematically plan a coherent teaching and learning program.





Parent and Student TTFM Survey

Wellbeing database

Student Engagement measurethrough studentsurveys/observations

Next Steps

• We will work towards a stronger whole school feedback model that ensures students have access to explicit, timelyformative feedback to further their learning. (Assessment)


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading A significant portion of theAboriginal BackgroundLoading has been used forstaffing purposes:

Aboriginal Education Officer

Language Delivery

Aboriginal Art Delivery

Nambucca Heads Public School through theemployment of our Aboriginal Staff and thedevelopment of our Advisory Team continuesto improve our Aboriginal Education Delivery.Feedback surveys, Advisory Teamattendance and anecdotal feedback indicatestrong support for the schools actions andeffort in Aboriginal Education.

English language proficiency English LanguageProficiency funding isabsorbed into theProfessional LearningCommunity construct whichimproves differentiatedlearning for all students.

Strong improvement in educational deliveryas indicated by the External Validationprocess.

Low level adjustment for disability Low level adjustment fordisability has beenallocated to staffingpositions with $60000 goingtowards school levelcoordination andmanagement of SLSOstaffing, PLaSPdevelopment, accessrequests and day to daymanagement. Theremaining $80 000 hasbeen allocated to teachingstaff for studentsintervention and integration

Low Level Adjustment students havedemonstrated successful integration viaschool wellbeing data and anecdotalfeedback from SLSO Staff.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS Funding has beenrolled up to enable thedelivery of the ProfessionalLearning Communityacross the school.

The outcome of the PLC has been that wehave improved our educational delivery inevery single area of the School ExcellenceFramework, within this we are attributing 8 ofthe 14 areas of improvement directly to thePLC Construct.

Socio–economic background Socio EconomicBackground Funding hasbeen used to deliver theintervention aspect of ourProfessional LearningCommunity. This involvesthe employment of multiplespecialist teachers andSLSO staff to support andextend targetedstudents.from K–2.

Our results show an evaluation of Excelling inthe area of K–3 Value Added, Sustaining andGrowing for 3–5 and Delivering for 5–7. Wewould attribute this string growth in the earlyyears to the targeted intervention in place.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 144 133 151 153

Girls 134 123 142 148

Enrolments at Nambucca Heads Public Schoolcontinue to grow despite strict zoning policies for ourcommunity. This increase in enrolments meant that werequired and additional demountable installation during2018. With a very large 2019 Year 6 cohort ournumbers should reduce in 2020. 99% of studentenrolments are born in Australia and 64 enrolmentsidentify as Aboriginal.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.7 92.1 94.6 91.5

1 92.7 93.1 94.8 91.8

2 91.5 92.6 93.1 91.4

3 93.2 92.1 92.7 93.1

4 92.7 93.7 92 92.3

5 91.7 92 92.2 91.6

6 90.5 92.1 92 91.6

All Years 92.4 92.6 93 91.9

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

Student attendance has decreased by .5 of a percentwhich is a minimal reduction. Staff follow Department ofEducation Attendance Policy processes in making toparents and school leadership access the Home SchoolLiaison Officer when additional support and further

contact with families is required. School attendance andpunctuality is encouraged through many programs atNambucca Heads Public School:

Breakfast Program

Win Bin Rewards Draws

Morning Assembly

Professional Learning Community and resultingdifferentiated learning for students.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 10.49

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 1

Teacher Librarian 0.6

School Administration and SupportStaff

2.92

*Full Time Equivalent

Nambucca Heads Public School has focused on thecelebration of Aboriginal Culture through language andart programs. As a result of this multiple Aboriginal staffwere employed throughout 2018 in SLSO roles. In 2019we will welcome a Targeted Aboriginal Graduate to ourteaching staff and the funding for our AboriginalEducation Officer will continue for the life of the SchoolPlan. NHPS has a large workforce which variesbetween 30 and 37 depending on need and ourAboriginal staff members make up approximately 12%– %15.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 95

Postgraduate degree 5

Professional learning and teacher accreditation


During 2018: • 5 of our teachers completed L3 Literacy Training • All teaching staff were engaged deeply within the

schools Professional Learning Community. OurPLC Reflection tool and People Matter Surveydata indicates a strong engagement with workand teaches reported that the PLC provides themwith a structure within which they are able tocollaborate and genuinely improve practice byworking within a strong process alongsideexperienced Instructional Leaders. All staff areaccredited or are working towards accreditation in2018.

• 3 Staff completed the Connecting to Country PLin partnership with the AECG

• 2 School Leaders Completed Leading andSustaining Quality Learning Culture

• 2 staff completed Effective Reading in the EarlyYears

• Leadership team members participated in multipleEarly Action for Success Professional Learningdays

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 402,793

Revenue 3,353,961

Appropriation 3,230,198

Sale of Goods and Services 2,486

Grants and Contributions 119,180

Gain and Loss 0

Other Revenue 0

Investment Income 2,097

Expenses -3,183,909

Recurrent Expenses -3,183,909

Employee Related -2,931,469

Operating Expenses -252,440

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

170,053

Balance Carried Forward 572,846

Nambucca Heads Public School consults with theschool community on budgetary allocations through theP and C and via school planning sessions during thedevelopment of the School Plan. The schoolconsultations take place during the final year of theschool plan for the following year. Nambucca HeadsPublic school has carried forward more than expectedfor the previous 2 years as a result of increasednumbers of classes and teacher allocations. We havebeen able to plan to spend more than our SBAR fundedallocation to fund the PLC model and to provideadditional intervention to students for 2019 and 2020.During each of these 2 years we will spend anadditional $150 000 on student intervention support.We have also allcated $50 000 toward the playgroundimprovement in 2019. This additional funding allocationtowards our PLC Pedagogical Model has been wellplanned and communicated since 2016 and theincreased carried forward funds mean that the modelcan continue for an additional year. As previouslymentioned the PLC model is responsible for significanteducational improvement at NHPS as evidenced byour very strong External Validation results.

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 2,176,092

Base Per Capita 56,657

Base Location 41,926

Other Base 2,077,508

Equity Total 395,465

Equity Aboriginal 73,790

Equity Socio economic 173,853

Equity Language 4,316

Equity Disability 143,506

Targeted Total 270,174

Other Total 267,390

Grand Total 3,109,120

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

NAPLANPrinted on: 28 May, 2019Page 14 of 18 Nambucca Heads Public School 2696 (2018)

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.

NAPLAN Band Level achievements show a snapshot ofstudents achievement at a point in time, the bestreflection of our pedagogical model and learning designwithin the school are the 2018 NAPLAN Growth resultswhich show: • We have achieved greater growth that statistically

similar schools in Grammar, Punctuation andWriting

• We have achieved less growth that statisticallysimilar schools in reading and spelling

Whilst these results are satisfactory, particularly thegrowth in writing (as this was our PLC focus) we aretaking clear action to improve results in reading growth.We have implemented school wide professionaldevelopment and assessment processes with the aimof becoming curriculum experts in reading andcomprehension in 2019. We expect to see continuedgrowth in writing, grammar and punctuation andimproved growth in reading and spelling to that ofstatistically similar schools.



As previously communicated NAPLAN Band Levelachievements show a snapshot of studentsachievement at a point in time, the best reflection of ourpedagogical model and learning design within theschool are the 2018 NAPLAN Growth results whichshow that we have achieved greater growth thatstatistically similar schools and greater growth than theall state school average in numeracy.

The growth results in numeracy are pleasing andrepresentative of our school wide pedagogical model(our PLC) providing differentiated learning for allstudents to work within their Zone of ProximalDevelopment.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata

Nambucca Heads Public School had the highestnumber of Aboriginal Students sit the NAPLAN Testingsince this data has been recorded with 26 studentsitting the tests in 2018. This number has grown eachyear since 2015. The number of students achievingresults in the top 2 bands for 2018 was 13.46% which isan increase from 2016 when this cohort last sat thetest. This shows an increase of student participation by9 and an increase in the top 2 bands by 2%.

Parent/caregiver, student, teachersatisfaction

Nambucca Heads Public School continues to enjoy thestrong support of our school community and multiplefeedback mechanisms indicate positive levels of parentsatisfaction with the educational delivery and culturewithin Nambucca Heads Public School.

PLP Survey Data for 2018 showed that 258 out 303Personalised Learning Plan interviews were conductedfor our school. From 258 interviews 193 parents choseto complete feedback surveys, these survey resultscontained: • 67 positive feedback comments • 0 negative feedback comments • 95% of parents strongly agreed or agreed that

they were more aware of their child's progressand more able to help them learn at home as aresult of the interview

Tell Them from Me Parents Surveys showed: • A score of 7.6 for "Parents Feel Welcome"

compared the government norm of 7.4 • A score of 7.5 for "Parents are Informed"

compared the government norm of 7.6 • A score of 8.3 for "School Supports Positive

Behaviours" compared the government norm of7.7

• A score of 7.5 for "School Supports Safety atSchool"" compared the government norm of 7.4

• A score of 6.8 for "Inclusive School" comparedthe government norm of 6.7

Policy requirements

Aboriginal education

Aboriginal Education at Nambucca Heads PublicSchool continues to improve with students expressinggenuine excitement about the opportunity to learnabout and celebrate Aboriginal culture. The mostinfluential factors in our continual improvement to thisarea of education have been: • Our commitment to our Aboriginal Advisory Team,

this team meets 2 times per term and continues tohave huge attendance 2 after years after being

developed • Language delivery from Aunty Edrica, all students

in our school have the opportunity yo learnGumbaynggirr language

• Art Lessons with Keiana Bateman • Our increased Aboriginal Workforce • Our leadership of an Aboriginal Education

Partnership PlanDuring 2018 we hosted a major event in the unveiling ofour huge Mural and our commitment to the building ofthe Yarning Circle in partnership with Macksville TAFE.These physical enhancement to our school arerepresentative of our commitment to AboriginalEducation. WE are very proud of our growth in this areaand look forward to continuing to help our studentslearn about and celebrate the amazing Aboriginalculture we have in our region.

Multicultural and anti-racism education

Nambucca Heads Public School is committed toproviding opportunities that enable all students toachieve equitable education and social outcomes andparticipate successfully in our culturally diverse society.We foster student wellbeing and community harmonythrough the provision of programs and practices whichcounter racism and discrimination.

We provide: • Teaching and learning programs that develop

intercultural understanding, promote positiverelationships and enable all students to participateas active Australian and global citizens

• Inclusive teaching practices which recognise andrespect the cultural, linguistic and religiousbackgrounds of all students and promote an openand tolerant attitude towards cultural diversity,different perspectives and world views

• Programs that enable students learning Englishas an additional language or dialect (EAL/D) todevelop their English language and literacy skillsso that they are able to fully participate inschooling and achieve equitable educationaloutcomes

• Differentiated curriculum and targeted teachingand learning programs to address the specificlearning and wellbeing needs of students fromculturally diverse backgrounds, including newlyarrived and refugee students.

• Positive community relations through effectivecommunication with parents and communitymembers from diverse cultural, linguistic andreligious backgrounds and by providingopportunities for their active engagement in thelife of the school.


Documents

2018 Nambucca Heads Public School Annual Report · As a direct result of financial and staffing resources being strategically invested in the PLC pedagogical framework and associated