2019 Pelican Flat Public School Annual Report · Next Steps – Formalise classroom observation processes. – Participate in Quality Teaching Rounds. Page 7 of 18 Pelican Flat Public

Pelican Flat Public School2019 Annual Report

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Printed on: 1 April, 2020Page 1 of 18 Pelican Flat Public School 2476 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Pelican Flat 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.

School contact details

Pelican Flat Public SchoolKarog StPELICAN, 2281www.pelicanflt-p.schools.nsw.edu.aupelicanflt-p.school@det.nsw.edu.au4971 1543


School background

School vision statement

Pelican Flat Public School is a safe and happy environment offering students diverse, differentiated learning experiencesto inspire lifelong learning. To support the individualised journey of each student, we promote resilience, innovation andindependence through our motto 'Care, Share and Learn', which is incorporated into all aspects of our schooling. Strongcommunity partnerships provide for a holistic and nurturing setting in which we work together to encourage questioningand exploration.

School context

Pelican Flat Public School is an established K–6 coeducational small primary school. The school is located 24kms southof Newcastle in the Hunter/Central Coast region. Our current enrolment is 65 students, which includes 17% of studentswho identify as Aboriginal. Our school values and culture underpin our daily work ensuring we 'Care, Share and Learn' inour supportive environment. Pelican Flat Public School is a member of the Galgabba Community of Schools (CoS) andprides itself on the partnerships it shares with these local schools, and local community groups such as the Pelican RSLClub, Pelican RSL Sub Branch and the Bahtabah Aboriginal Land Council.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Delivering

LEARNING: Wellbeing Delivering

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Delivering

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Delivering


Strategic Direction 1

Creative Learners

Purpose

To develop and inspire our students to be global citizens, ready for the future. Students will be equipped to be confident,resilient and creative participants in our modern society. They will adapt and collaboratively work toward common goalsof excellence. Students will be encouraged to be critical and creative thinkers.

Improvement Measures

Improvement in student attendance data, equalling or bettering state attendance data.

At least 80% of students demonstrating expected growth against the learning progressions or other student trackingsystem.

Overall summary of progress

1. In 2019 we continued to use Personalised Learning Pathways (PLPs) and Personal Learning Support Plans (PLSPs)to develop and record support strategies, goals and data for each student.

2. Teachers are implementing WALT (We Are Learning To) and WILF (What I'm Looking For) strategies into theirteaching and learning programs.

3. Students are developing and setting regular SMART goals in literacy and numeracy, as well as personal goals.

Progress towards achieving improvement measures

Process 1: Curriculum • Through targeted professional learning teachers understand and implement evidence based teachingpractices that will lead to improving student outcomes in literacy and numeracy.

Evaluation Funds Expended(Resources)

Teachers are working with students to develop SMART (Specific,Measurable, Achievable, Realistic and Timely) goals and supporting them toachieve these goals. Students are regularly reviewing these goals to assesstheir achievement and plan their next steps.

Literacy and numeracy data is collected on a 5–weekly rotation, thenanalysed by teachers to determine which students require extension andadditional support. This includes literacy and numeracy progression data.

Teacher Professional Learning

Process 2: Personalised Learning • Teachers draw on research, data, collaboration and targeted professional learning to develop highquality Personalised Learning Pathways (PLPs) and Personal Learning Support Plans (PLSPs) withrigorous assessments and effective feedback for every student.


Teacher Professional Learning in relation to Learning and Support strategies,as well as embedding differentiation into programs and students learningopportunities is evident.

School data platforms have been created to track and analyse ongoingstudent growth and identify areas for development.

Data gathered and entered into PLPs and PLSPs is reviewed regularly toensure expected student growth is being achieved.

Teacher Professional Learning andNetwork meetings

APLaS support


Next Steps

– Students achievement of goals will be recognised and celebrated during fortnightly assemblies.

– Parents will receive communication regarding new goals that have been set.

– Continue to develop and reinforce students' growth mindsets.



Quality Teaching

Purpose

To deliver innovative personalised learning that meets the needs of every student, through building teacher capacity.Feedback will be purposeful and timely to encourage and motivate learning. Teachers will track students using formativeand summative data, which will be shared to maintain high expectations and outcomes, giving direction for students,teachers and support staff..


Increased improvement in classroom practice as demonstrated through the classroom practice continuum.

Teacher observations identify that assessment data is driving teaching and learning.


1. Staff are strategically placing resources and information on their walls to support students learning.

2. We have reviewed and updated our literacy programming and data tracking document and are collecting literacy dataevery 5 weeks.

3. All teaching staff Performance and Development Plans (PDPs) are aligned to the Teaching Standards and staff areengaged in team teaching in Science and History/Geography to share their expertise.


Process 1: Quality Teachers • Teachers develop, monitor and actively reflect and review their professional improvement, setprofessional goals and map themselves against the Teacher Professional Standards and classroompractice continuum through mentoring and team teaching.


Staff are aligning their Performance and Development Plans to the TeachingStandards.

Teachers provide feedback to colleagues during team teaching sessions todevelop a shared language, which will support lesson observations.

Nil

Process 2: Data analysis • Rigorous assessment processes are in place to support teachers to collect and analyse data todevelop learning programs and provide students with feedback.


Student work samples are collected and analysed each Term. These relatespecifically to the type of text being studied.

Students are using learning walls to support task completion andachievement of learning goals.

Nil

Next Steps

– Formalise classroom observation processes.

– Participate in Quality Teaching Rounds.


– Develop an online platform to access work samples for reflection and future planning.



High Expectations, High Achievements

Purpose

To foster a culture of shared continued improvement where decision are collaboratively made for the development ofstudents holistically (socially, emotionally and physically). To empower individuals and groups from the whole schoolcommunity to lead and develop our students.


Results from the Tell Them From Me (TTFM) and parent surveys indicate improvement in results across the 8 driversas identified in the TTFM survey.

Increased positive referrals as evidenced in school databases.


1. The Positive Behaviour for Learning (PBL) team has attended several Hub meetings and made contact with PBLco–ordinators to begin the process of reinvigorating PBL processes at Pelican Flat Public School.

2. Parents, carers and community members are consistently invited to attend and participate in school events and assistin classrooms.

3. Student leaders attended the GRIP Leadership conference where they learnt a vast array of skills to support them asleaders.


Process 1: Wellbeing • The school will use research based wellbeing skills and practices to support students to developpositive wellbeing qualities, with the support of the school community.


Staff attended PBL Hub meetings to develop their knowledge of this strategyand started to discuss PBL processes and ideas with the P&C.

Connected with PBL consultants to gain support and strategies tosuccessfully start the PBL process.

Engaged in the Tell Them From Me survey.

Casual costs $500.

Process 2: Community Engagement in Learning • Parents, carers and community members will be encouraged and supported to identify and share theirknowledge and skills with students.


Volunteers regularly came into classrooms to assist with lesson and listen tostudents read.

Many parents/carers and community members attended our school duringspecial events such as Mother's Day, Father's Day and our EducationExtravaganza.

Nil

Next Steps

– Students to become active participants in the PBL planning and implementation processes.


– Staff training in Class Dojo.

– Class Dojo to be implemented and parents/carers to access their child's learning.

– Look into the possibility of an Out of Schools Hours Care (OSHC) service.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability RAM funding = $28,022 Targeted students received specialisedsupport and strategies to assist them toachieve their personal best.

Quality Teaching, SuccessfulStudents (QTSS)

RAM funding – $10,245 Students were able to receive moreindividualised learning instruction insupportive classroom environments.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 21 18 26 31

Girls 23 25 34 34

Student attendance profile

School

Year 2016 2017 2018 2019

K 95.1 94.1 92.2 93.4

1 95.4 96.9 95.9 92

2 95 95.1 90.1 96

3 93.6 95.9 90.6 91.4

4 99.3 95.9 91.7 91.4

5 93.2 97.8 90.3 94.3

6 94.3 92.7 87.4 86.7

All Years 94.7 95.3 91.5 92.4

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 2.39

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.17

School Administration and Support Staff 1.41

Other Positions 2

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 42,750

Revenue 1,149,286

Appropriation 1,111,589

Sale of Goods and Services 608

Grants and contributions 36,599

Investment income 490

Expenses -1,085,712

Employee related -983,063

Operating expenses -102,648

Surplus / deficit for the year 63,575

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 90,704

Equity Total 80,907

Equity - Aboriginal 13,818

Equity - Socio-economic 38,644

Equity - Language 423

Equity - Disability 28,022

Base Total 648,617

Base - Per Capita 14,078

Base - Location 0

Base - Other 634,539

Other Total 249,657

Grand Total 1,069,885

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

In 2019, students (Years 4–6), parents/carers and staff were invited to participate in the Tell Them From Me surveys.

STUDENT RESULTS

Students at Pelican Flat Public School indicated higher than State average results in the following areas; Students with apositive sense of belonging, Student participation in school sports and clubs, Students with positive relationships,Students that value schooling outcomes and Students with positive behaviour at school.

Areas for development included; Students with positive homework behaviours, Students who are interested andmotivated, student effort and quality instruction.

PARENTS/CARERS RESULTS

Results indicate higher than State average results in the following categories; Parents feel welcome. Inclusive school,Safety at school, School supports positive behaviour, School supports learning and Parents are informed. Parentssupport learning at home is the only measure that received lower that State average results. Please see the diagrambelow.

STAFF RESULTS

Due to the small teacher cohort, data is unavailable.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


Documents

2019 Pelican Flat Public School Annual Report · Next Steps – Formalise classroom observation processes. – Participate in Quality Teaching Rounds. Page 7 of 18 Pelican Flat Public