2018 Pleasant Hills Public School Annual Report...The school structure consists of infants and primary multi–grade classes with a teaching principal, one part time teacher and a

Pleasant Hills Public SchoolAnnual Report

2018

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Printed on: 30 May, 2019Page 1 of 11 Pleasant Hills Public School 2886 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Pleasant Hills 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.

Steven Schultz

Principal

School contact details

Pleasant Hills Public SchoolCrawford StreetPleasant Hills, 2658www.pleasanthi-p.schools.nsw.edu.aupleasanthi-p.school@det.nsw.edu.au6929 6416


School background

School vision statement

At Pleasant Hills Public School students, staff and the community unite to promote a culture of school excellence whereevery child is a creative, confident, life–long learner and a respectful, responsible citizen.

School context

Pleasant Hills Public School is 25 kilometres north–west of Henty and is part of the Lockhart Shire which ispredominately a farming community. It is a small rural school with high expectations and quality programs. The schoolprovides education for students drawn predominantly from the semi–rural and surrounding rural areas of the PleasantHills village.

There are 12 families with a total of 20 students enrolled for 2018.

The school structure consists of infants and primary multi–grade classes with a teaching principal, one part time teacherand a school administration manager.In 2018 the school will employ an additional teacher for a further 2 days per week.

The school values the development of the whole student: social cultural, academic and sporting.

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.

Our staff used the School Excellence Framework to inform, monitor and validate the progress and impact of our teachingand learning strategies throughout the year. We thoroughly examined the school plan to determine the elements of theSchool Excellence Framework that the plan most strongly addressed. Staff reflected on the progress being made acrossthe school based on the expectations identified in the Framework. This provides an important overview to ensure ourimprovement efforts align with these high level expectations. In the domain of Learning, the school has identified aspectsof and factors contributing to wellbeing in the delivery of teaching and learning as evidenced by ongoing specific socialskills programs. The fundamental importance of wellbeing is providing an outstanding way to build a culture of trust,respect and valuing of each other. The results have been evident in the changes we have seen in the ways students arerelating to each other and, importantly, in the increased engagement in learning.

Teachers differentiate curriculum delivery to meet the needs of individual students. A more focused approach toindividual learning needs has been a component of our progress throughout the year. Students with high learning needsare being identified early and their parents/carers are increasingly involved in planning and supporting their learningdirections.

Under the domain of Teaching, all classrooms are well managed, with well–planned teaching taking place so thatstudents can engage in learning productively with minimal disruption. The use of technology for learning, the importanceof data analysis to inform decision–making, the growth of teaching practice through classroom observations, reflectionsand feedback,and the development of expertise in vital literacy and numeracy programs and in new syllabuses, allhighlight a teaching culture that is moving student learning to a new level. Importantly, staff are developingevidence–based practice through their reflections and evaluations of our collective work.

In the domain of Learning, collectively we determined that we are placed at sustaining and growing. The strongperformance of the school in creating a positive learning culture amongst staff and students continues to be a feature ofour progress. The fundamental importance of our focus on wellbeing of the whole child has allowed us to build a cultureof trust and mutual respect of each other. The results have demonstrated that staff and students interact in a positive andrespectful manner and our students are generally engaged in productive learning to improve their outcomes. Attention topersonalised learning with a focus on data has been another component of our progress throughout the year. As allstudents bring with them to school, their own experiences, knowledge and skills, it is essential for us as teachers to knowthem as individuals to enable us to provide them with rich learning experiences and knowledge which will allow them tosucceed in all aspects of life, both at school and into the future. In addition, students K–6 are able to work towards their


personal learning goals through the completion of their learning journeys, whilst working with a teacher in a moreindividualised program of learning.

Under the domain of Leading, the school is committed to the development of leadership skills in staff and students. Theschool plan aligns to local and system priorities, and the school links with the Greater Kengal community of schools aswell as other educational providers to support school programs. Our Infants staff are currently training in L3. An importantopportunity has been provided to our Infants staff members in relation to planning, teaching and assessing with theguidance of an instructional leader through the EAFS program. The use of technology for learning, the importance ofdata analysis to inform decision–making, the growth of teacher practice through classroom collaboration, reflection andfeedback, and the development of expertise in vital literacy and numeracy programs and in new syllabuses, all highlightour progress in this domain. Importantly, staff are developing their own evidence–based practice through their reflectionand evaluations of collective work. With a number of teachers collaborating together to support student learning withineach classroom, acknowledgement and demonstration of shared responsibility for student improvement andachievement of academic success is evident.

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

Students will be successful learners.

Purpose

Engaging every student at Pleasant Hills public School in meaningful and future focused learning experiences willsupport students in achieving their full potential as successful learners, confident and creative individuals and active andinformed citizens.

Overall summary of progress

Our whole school focus has changed from How2Learn to Formative assessment. How2Learn practices are still beingconsistently utilised, however our ongoing PL is based on formative assessment, which will recommence in 2019.

Ongoing PL based around the Literacy and Numeracy progressions will be needed in 2019 due to a change in staff. Thiswill be completed in conjunction with schools in the Greater Kengal Network.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increase the proportion ofstudents achieving proficiency inline with the Premier’s Priorities.

• Low level adjustment fordisability funding $12490 –employ a teacher/SLSO) forspecific Learning andSupport programs. • Socio–economicbackground funding –$19577 – employ ateacher/SLSO) for specificLearning and Supportprograms.

• Pleasing progress from all students in Literacyand Numeracy. Specific students targeted forfurther and ongoing intervention.

• 80% of students will achievetheir year appropriate expectedgrowth in Literacy and Numeracy.

• Low level adjustment fordisability funding $12490 –employ a teacher/SLSO) forspecific Learning andSupport programs. • Socio–economicbackground funding –$19577 – employ ateacher/SLSO) for specificLearning and Supportprograms.

• Pleasing progress from all students in Literacyand Numeracy. Specific students targeted forfurther and ongoing intervention.

Next Steps

• In 2019 we will collaborate with Yerong Creek Public School to implement professional learning to our staff inFormative Assessment.

• Ongoing PL in Literacy and Numeracy progressions. • Ongoing instruction from our Instructional Leader through the EAFS program • L3 training for our new Infants teacher. • PL regarding technology in the classroom (Google training, Lego EV3, coding) • Ongoing STEM project with the Morgan Country Learning Community.


Strategic Direction 2

Staff will be high performing and collaborative.

Purpose

To provide high standard educational practices; informed through assessment and enhanced through professionallearning that is purpose driven.

Overall summary of progress

STEM resources (Lego EV3) have been purchased through pooled funds. A formalised commitment to the STEM projectfrom the Morgan Country Learning Community has been made and a timetable for 2019 agreed upon. The leadershipteam has engaged in PL. The project took longer to get started than originally expected due to difficulty in finding suitabletimes to meet and in identifying the technology we would initially invest in.

Collaboration with the GK Network has been a challenge due to a change of Principal networks resulting in a lack ofconnection. Boree Creek PS is now with Narrandera network while Pleasant Hills and Yerong Creek are in Alburynetwork. PHPS and YCPS continue to work closely together specifically in formative assessment PL.

Formative assessment PL has stalled due to staff movement at the end of Term Three. Yerong Creek have had a newteacher commence in Term Four while Pleasant Hills will have a new teacher commencing in Term One 2019. As such,Formative assessment PL will recommence in Term One with initial training again being required for new staff.

This framework is to be undertaken in 2019 in conjunction with the Greater Kengal Network. This was not established in2018 due to staff movements (including new teaching staff and a new Principal at YCPS).

This will be of particular importance in 2019 as we have a new teacher starting with limited experience with the Literacyand Numeracy progressions.

There has been no targeted PL on evaluative thinking rolled out to staff via Learning Community meetings in order toinform planning and programming in 2018. This focus is to be re–evaluated in 2019.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• All staff are confident andcompetent in using the LearningProgressions to track studentprogress and inform futureteaching.

• Quality Teaching,Successful Students(QTSS) funding – $3852

• Training was ongoing as part of the EAFSprogram (Infants staff).

• Increased use ofevidence–informed pedagogy byall teachers. Data collection andcollaborative evaluation is anembedded practice to informdecisions, interventions andinitiatives in literacy andnumeracy.

• Quality Teaching,Successful Students(QTSS) funding – $3852

• EAFS program and L3 training provided PL onevidence and data collection. • Teachers worked together to analyse studentdata. The establishment of mentoring andcontinued collaboration practices in the school toprovide constructive feedback to individual teacherson lesson delivery, programming, assessment andclassroom management.

Next Steps

• In 2019 we will collaborate with Yerong Creek Public School to implement professional learning to our staff inFormative Assessment.

• Ongoing PL in Literacy and Numeracy progressions. • Ongoing instruction from our Instructional Leader through the EAFS program • L3 training for our new Infants teacher. • PL regarding technology in the classroom (Google training, Lego EV3, coding)


• Ongoing STEM project with the Morgan Country Learning Community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $1952 Additional School Learning SupportOfficer(SLSO) employed to assist withidentified students.

Low level adjustment for disability $12490 – employ ateacher/SLSO) for specificLearning and Supportprograms.

Pleasing progress from all students inLiteracy and Numeracy. Specific studentstargeted for further and ongoing intervention

Quality Teaching, SuccessfulStudents (QTSS)

$3852 Teachers worked together to analyse studentdata. The establishment of mentoring andcontinued collaboration practices in theschool to provide constructive feedback toindividual teachers on lesson delivery,programming, assessment and classroommanagement.

Socio–economic background $19577 – employ ateacher/SLSO) for specificLearning and Supportprograms.

Pleasing progress from all students inLiteracy and Numeracy. Specific studentstargeted for further and ongoing intervention.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 9 11 11 12

Girls 7 8 8 8

Student attendance profile

School

Year 2015 2016 2017 2018

K 92.3 92.7 94.1 92.1

1 94.5 97.2 92.3 98.4

2 98.4 86 95.3 91.1

3 90.9 94.1 88.7 94.7

4 95.3 100 93.5 88.4

5 94.5 94.2 93.5 90.5

6 98.9 97.8 95.6 100

All Years 94.9 94.1 93.4 93.1

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

Teaches adhere to the departmental attendanceguidelines. Teachers mark the roll promptly using EBSOntrack each morning. Absences are followed up withparents are per the guidelines. Students withunacceptable attendance are referred to the Learningand Support Team and Home School Liaison Officer.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 0.16

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration and SupportStaff

0.7

*Full Time Equivalent

The school does not currently employ anyoneIndigenous personnel.

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

In 2018, staff continued their commitment to participatein a range of quality professional development in theareas of literacy, numeracy and sport. Attendance atthese sessions has enabled staff to implement andcontinue programs to support students. Staffdevelopment days were planned as part of the GreaterKengal Network and included: CPR, Anaphylaxistraining and L3 training. Formative Assessment trainingwas started in conjunction with Yerong Creek PublicSchool. Many of these sessions were conducted afterschool at Greater Kengal Small Schools Networkmeetings and School Development Days. Teachershave continued to undertake professional learning toimprove student outcomes as targeted by the schoolplan. The Principal attended a variety of meetings andessential training days. The staff were involved inschool, zone and regional professional learning in2018.

Financial information

Financial summary

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


2018 Actual ($)

Opening Balance 45,400

Revenue 359,972

Appropriation 344,711

Sale of Goods and Services -861

Grants and Contributions 15,625

Gain and Loss 0

Other Revenue 0

Investment Income 497

Expenses -375,357

Recurrent Expenses -375,357

Employee Related -327,286

Operating Expenses -48,071

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-15,385

Balance Carried Forward 30,015

Employment of an Infants teacher for 5 days per weekwas a priority for funding in 2018.

A balance of $30,015 will be carried forward into 2019.

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 288,266

Base Per Capita 3,674

Base Location 16,643

Other Base 267,949

Equity Total 34,019

Equity Aboriginal 1,952

Equity Socio economic 19,577

Equity Language 0

Equity Disability 12,490

Targeted Total 0

Other Total 3,859

Grand Total 326,144

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 skillsand understandings demonstrated in theseassessments.

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.

In 2018, eight students sat the Numeracy NAPLANtests. Results cannot be reported due to the smallcohort of students.


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


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below.Parents have indicatedthat they are happy with the opportunities that theirchildren receive in the small school setting as well as


the more personalised attention that is provided. Theyvalue the opportunity for the children to mix withdiffering age groups and the access that the studentshave to technology. Parents have indicated that theyare proud of the school and value it's importance in thecommunity. Students have reported that they find theschool a happy and safe place to be and that theyenjoy time both inside and outside of the classroom.Students enjoy the activities involving the GreaterKengal Network. Staff have indicated that they valuethe opportunities that the small school setting providesand that their professional learning needs are beingmet. The PDF process has been seen as invaluable tofuture growth as educators.

Policy requirements

Aboriginal education

In 2018, the school maintained Acknowledgement toCountry at all formal assemblies. Aboriginalperspectives and content are included in all KeyLearning Areas. Celebrations acknowledging NAIDOCWeek are integrated into the school's teachingprogram.

Multicultural and anti-racism education

The cultural diversity of our nation continues to berecognised and celebrated at Pleasant Hills PublicSchool, across various KLAs.

* During 2018, students participated in the CWACountry of study.

* Units of work are linked to the achievement ofoutcomes through the study of countries, cultures andworld events.

* Opportunities are provided in classroom lessons andstudent welfare activities to ensure that all students andmembers of the school community are aware ofpotential racial intolerance and the schools andindividuals responsibilities to prevent this.

* Harmony Day is celebrated annually to instil instudents a sense of cultural respect for everyone. Byparticipating in Harmony Day activities, our studentscan learn and understand how all Australians fromdiverse backgrounds equally belong to this nation andenrich it.


Documents

2018 Pleasant Hills Public School Annual Report...The school structure consists of infants and primary multi–grade classes with a teaching principal, one part time teacher and a