2018 Wheeler Heights Public School Annual Report · The Annual Report for 2018 is provided to the community of Wheeler Heights Public School as an account of the school's operations

Wheeler Heights Public SchoolAnnual Report

2018

4249

Printed on: 31 May, 2019Page 1 of 12 Wheeler Heights Public School 4249 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Wheeler Heights 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.

David Scotter

Principal

School contact details

Wheeler Heights Public SchoolVeterans PdeCollaroy Plateau, 2097www.wheelerhts-p.schools.nsw.edu.auwheelerhts-p.school@det.nsw.edu.au9971 8352


School background

School vision statement

Our successful practices and targeted priority areas will continue to refine and refocus our teaching and welfare practicesleading to well adjusted, 21st Century–ready learners with the knowledge and skills they need to become active andcreative participants in society.We will enhance, support and expand each teacher's understanding of the curriculum tofacilitate rich, relevant and purposeful lesson delivery through quality teaching and embed quality assessment.We willrecognise accomplishments and foster pride in achievements for both staff and students and develop staff and studentleadership capacity for school improvement.

School context

Located on Sydney's Northern Beaches, Wheeler Heights Public School has a strong reputation for providing qualityeducation in a caring, supportive and physically attractive environment. The population of Wheeler Heights Public Schoolis 492, organised into 19 classes. Students, who are the core focus, are challenged along with the teachers, to achievetheir "personal best" in academic, sporting, creative and performing domains.This is underpinned by a strong emphasison providing positive support to engage every learner, through the shared school community values of Respect,Responsibility and Personal Best.Teachers work in collaborative teams to embed a culture of high expectations, as theydeliver engaging lessons reflecting best practice, so as to achieve the school targets of improved outcomes for everystudent. On going teacher professional learning is a key element of enhancing teacher quality and expertise.WheelerHeights Public School is one where positive relationships with parents and the wider community are encouraged andcontinue to complement quality teaching programs. As an active member of the Peninsula Community of Schools (PCS),the staff and students maintain strong partnerships that support teacher professional development and learningopportunities for students and the wider community. Achievement of the school's aims is greatly enhanced by thesupport of an interested and involved community.

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school'sprogress, aligned with the standards articulated in the School Excellence Framework.

Our 2018–2020 School Plan has three strategic directions; Student Engagement, Leading Learning and CommunityEngagement. These directions serve to developing a welcoming, safe and secure school environment focusing onindividual student well being, develop teacher capacity to improve student outcomes through integrated planning andquality teaching and to promote and maintain an image of excellence within the community. In 2018 our school hasembraced and developed a number of environmental and sustainability projects and initiatives which have united andinspired our students, teachers, parents and the wider community.LearningThe results of this process indicated that in the School Excellence Framework domain of Learning, the school's overalljudgement isSustaining and Growing.In 2017 and 2018 our purpose has been to provide students with opportunities within and beyond the classroom, inspireleadership capacity and to develop each student's ability to be a 21st Century learner through project based learning.Our Learning Support Team has ensured that the well being of all students is carefully monitored and catered for. Wehave initiated and provided a great range of tailored groups and programs for the individual special needs of ourstudents. In 2018 we have again focused on tracking student progress and ensuring that all relevant and appropriatedata is used in order to improve student learning outcomes. We have a strong focus on improving writing andmathematics across the school and the use of appropriate rubrics for assessment.TeachingThe results of this process indicated that in the School Excellence Framework domain of Teaching, the school's overalljudgement isDelivering.Our staff is a very dynamic, dedicated and professional team who collaborate effectively. Each stage has been acohesive and productive group, comprising of targeted graduates, early career teachers and experienced teachers. A


number of new scheme teachers have been working to achieve accreditation this year. Professional development hasfocused on explicit teaching, integrated planning and the use of benchmarking, standardised testing, peer assessmentand other data sources. We aim to strengthen teacher expectations and responsibilities.LeadingThe results of this process indicated that in the School Excellence Framework domain of Leading, the school's overalljudgement isSustaining and Growing.Our Professional Development Plan (PDP) process has been highly successful with teachers mentoring, sharing, teamteaching and supporting each other. Positive staff welfare initiatives have contributed to create a very inclusive andmotivated staff. There have been many systematic changes to school administration, finances and accountability in thepast few years. In 2018 we appointed a part time Business Manager (BM) and additional School Administration Officers(SAO). These positions have enabled our school to function far more efficiently and provide improved levels of servicefor all stakeholders.

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

Student Engagement

Purpose

To develop a welcoming, safe and secure school environment focusing on individual student well–being.

To develop students capacity as 21st Century learners through project based learning.

To provide students with opportunities within and beyond the classroom and inspire leadership capacity within all.

Overall summary of progress

Progress made in 2018. • Continued wide range of extra curricular activities for students including wellbeing and environmental programs

such as Eco Warriors, Games Club, Young Endeavours and Little Doers. • Continued improvements of the K–2 playground and outdoor areas. • Ensured strategic and equitable management of resources across the school. • ICT hardware and software continued to be updated and expanded.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Student attendance

Extra curricula involvement

Student leadership opportunities

Tell Them From Me survey

Quality 21st Century basedteaching and learning programs

NAPLAN

PCS

$24 000

CCT Team meetings.

Casuals for Executiveplanning days.

CCT Team discussed effectiveness with stageteams and amendments made to 3 year plan asnecessary.

CCT Team to continue implementation and providefurther whole staff TPL in 2019.

PLAN Team to continue to trial with own classes.Planning meeting to be held in 2019 to beginprocess of implementation across whole school.

TPL focus planned for 2019.

CCT and PLAN team 'where to next?' planned for2019.

Evaluation of PDP process and planning for 2019undertaken by executive staff.

Tell Them From Me survey being planned.

Next Steps

Strategies to be employed for 2019; • Continue a wide offering of specialised and extracurricular activities. • Utilise data to provide quality differentiated teaching and learning programs. • Extension and support groups in key learning areas offered to students catering to their specific needs based on

data.



Leading Learning

Purpose

Develop teacher capacity to improve student outcomes through integrated planning, quality teaching and embedding21st Century learning skills into planning and programming.

Strengthen expectations and responsibilities of teachers in their own professional learning and in the learning of theirstudents.


Progress made in 2018: • Professional Development Plans and lesson observations completed by staff promoting knowledge, expertise of

teaching and leadership skills. • Grade mark books and tracking across the school using SENTRAL. • Learning and Support Team employment of SENTRAL to track student referrals and progress.





• Quality, 21stCentury basedTeaching and LearningPrograms. • Differentiated TPL plans & TPLattendance/completion. • Parent, Staff and Studentannual surveys. • PDP observations andmentor/mentee opportunities. • Increased level of achievementin standardised assessmentresults

$32 000 Professional Development Plans (PDP) completedby staff. Lesson observations completed byteachers.

Professional learning completed by staff in line withprofessional learning goals and school plan.

Collegially produced quality differentiated teachingand learning programs.

Revision of consistent and meaningful assessmentand reporting process.

Leadership capacity inspired and facilitated withinall staff. Provision and promotion of leadershipdevelopment opportunities.

Next Steps

Strategies to be employed for 2019: • Teachers to continue working on Professional Development Plans, developing goals and aligning their professional

learning based on their personal needs with support of the executive team – align with BOSTES teachingstandards in preparation for 2019.

• Develop staff capacity to use SENTRAL and PLAN for data tracking to inform quality differentiated teaching andlearning programs.

• Tell Them From Me Survey– Parent, student and staff surveys conducted yearly to evaluate level of satisfaction.



Community Engagement

Purpose

To develop and maintain positive relationships and partnerships within the community to improve student well–being.

Promote and maintain an image of excellence within the community.


Progress made in 2018: • Update of semester school reports on SENTRAL. • Increased use of school communication APP's. • Increased attendance and participation of parents and community members at P&C meetings and school events.





Parent, Staff and Student Annualsurveys.

Attendance at Parent workshopstargeting Literacy & Numeracy.

Community involvement andattendance at activities andinitiatives.

Increased participation ofparents, grandparents &community members volunteeringin the school (Canteen, reading,working bees etc)

$28 000 Strong attendance and support of P&C.

Continued communication through email, website,newsletters, PPP app.

Use of SENTRAL to further enhancecommunications through a central system.

Continued support and promotion of P&C events.

Large variety of events to enhance communityinvolvement.

Next Steps

Strategies to be employed for 2019: • Continued strong and active P&C. • Continue reliable communication through email, website, newsletters, PPP app and face–to–face communication

and visibility. • Air conditioning continues to be installed across the school to promote more comfortable learning environments. • Parent and community involvement in all events and strengthening what we have already established. • Tell Them From Me Survey– Parent, student and staff surveys conducted yearly to evaluate level of satisfaction.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $ 4 070 Ways to further enhance learning and culturalexperiences for Aboriginal students exploredand presented to executive team.

English language proficiency $ 11 161 This funding was used to purchase additionalresources and support staff to support thesestudents.

Low level adjustment for disability $ 95 191 This funding was used to employ a full timeTeacher Aide to assist identified studentsboth in the classroom and also at recess andlunchtime on the playground.

Quality Teaching, SuccessfulStudents (QTSS)

$ 87 559 This funding was used to employ a full timeoff class Instructional Leader.

Socio–economic background $ 12 260 This funding was used to purchase additionalresources to support these students, and topartially fund additional Teacher Aides forwork in the classroom and playground.

Support for beginning teachers $ 60 575

Casual relief for BTs,mentors and APs

Reports completed by all BTs. PDP goalsaddressed and discussion of planning for2019 undertaken. Any extra requirementsaddressed.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 263 260 257 254

Girls 259 243 235 239

Enrolments remain steady.

Student attendance profile

School

Year 2015 2016 2017 2018

K 96 95.7 95.1 95.8

1 94.7 95.6 94.9 94.7

2 95.4 95.1 96.1 94.6

3 95.8 94.6 94.8 94.1

4 94.4 95.6 93.9 93.6

5 95.7 96 96.1 94.6

6 94.3 94.9 95.2 94.4

All Years 95.2 95.3 95.1 94.5

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

The School Learning Support team closely monitor anyattendance concerns and where necessary consult theHome School Liaison Officer (HSLO).

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 17.44

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 1

School Administration and SupportStaff

3.78

*Full Time Equivalent

Currently there are no Aboriginal teaching staff at ourschool.

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

Significant amounts of professional learning wereundertaken by teachers at Wheeler Heights PublicSchool staff over the course of 2018. With thecontinued implementation of the new BOSTES syllabi,considerable teacher professional learning (TPL) wasdevoted to programming with the new documents.Other areas included Problem Solving and 21stCentury learning, the SENTRAL system, NAPLANanalysis, Student Wellbeing and the updating of Scopeand Sequences for various Key Learning Areas. TPLwas also completed collaboratively with the entire PCSschools' teaching staff during 2018. The combinedSchool Development Day at Pittwater High School sawalmost 600 teachers come together to participate in anumber of excellent workshop. Finally, with researchindicating that teacher quality is the single largestindicator of student success, teacher development andpersonalised staff learning goals were again a focusarea of TPL in 2018. All staff completed mandatory WH& S, CPR, First Aid, Child Protection and Anaphylaxistraining.

Financial information

Financial summary


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

2018 Actual ($)

Opening Balance 144,770

Revenue 4,010,590

Appropriation 3,599,160

Sale of Goods and Services 7,028

Grants and Contributions 400,639

Gain and Loss 0

Other Revenue 0

Investment Income 3,763

Expenses -3,763,767

Recurrent Expenses -3,763,767

Employee Related -3,227,621

Operating Expenses -536,146

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

246,823

Balance Carried Forward 391,593

The school financial summary is presented to the P&Ceach year.

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 3,192,278

Base Per Capita 95,138

Base Location 0

Other Base 3,097,140

Equity Total 122,682

Equity Aboriginal 4,070

Equity Socio economic 12,260

Equity Language 11,161

Equity Disability 95,191

Targeted Total 33,878

Other Total 133,397

Grand Total 3,482,235

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.

NAPLAN 2018 LITERACY

Results of the 2018 National Assessment ProgramLiteracy and Numeracy (NAPLAN) reveal many positivegains which validate the recent focus in TeacherProfessional Learning (TPL) and concerted efforts inplanning and programing for the new syllabi,particularly in English and Mathematics.


Band 1 2 3 4 5 6

Percentage of students 2.8 5.6 9.9 26.8 21.1 33.8

School avg 2016-2018 1.3 4.6 10.1 18.9 21.8 43.3

Band 3 4 5 6 7 8


School avg 2016-2018 1.4 5.2 15.2 24.8 23.8 29.5

NAPLAN 2018 NUMERACY


Band 1 2 3 4 5 6


School avg 2016-2018 0.9 5.5 16.2 25.1 28.9 23.4


Band 3 4 5 6 7 8


School avg 2016-2018 0 5.7 22.5 26.3 26.8 18.7

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

NAPLAN 2018 LITERACY and NUMERACY


Parent/caregiver, student, teachersatisfaction

In 2018 the school surveyed parents, teachers andstudents in Years 4–6. A link to the survey was put inthe newsletter and all surveys were completed online.166 students completed the survey.

The survey results indicated a very high level ofsatisfaction with Wheeler Heights Public School.

Once again Student results were scored highest onpositive relationships, behaviour at school andparticipation in sports and clubs. Some areas to focusupon again included interest, motivation and

homework.

Consequently we need to develop clear strategies toinvestigate, develop and improve the attitudes of ourstudents in these areas in 2019.

Policy requirements

Aboriginal education

Aboriginal perspectives are incorporated into studyacross all the curriculum areas. Our student leadersand Aboriginal students worked together to write andpublish a number of original and personalAcknowledgement of Country scripts. Theseacknowledgements of the traditional owners of the landbecame a major feature of all assemblies and schoolevents. WHPS Students participated in the PCSAboriginal Art Exhibition during NAIDOC week, followedby the Camp Out which was once again held atWheeler Heights PS. During NAIDOC week, a localindigenous group performed for the K–6 students. Awonderful mural was designed and painted on a schoolbuilding in the K–2 playground, with all studentsparticipating.

Multicultural and anti-racism education

Students are provided with learning activities andperspective to assist them to develop the skills,knowledge and attitudes required for a multiculturaldiverse society. The annual Multicultural PerspectivePublic Speaking Competition provides a valuable forumfor students to participate in, and be made aware ofissues such as multiculturalism, acceptance, racismand diversity. After a competition at the school level,four representatives were selected to represent theschool at the zone level, The whole school celebratedHarmony Day with art work, messages at a K–6assembly and fundraising with money raised for Gedeteour Ethiopian sponsor child. An experienced teacher,Priscilla Wright is our Anti– Racism Contact officer(ARCO) and has been fully trained in the procedures tohandle complaints of a racist nature.


Documents

2018 Wheeler Heights Public School Annual Report · The Annual Report for 2018 is provided to the community of Wheeler Heights Public School as an account of the school's operations