Moonbi Public School Annual Report

2608

2015

Introduction The Annual Report for 2015 is provided to the community of Moonbi Public School as an account of the school’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 for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.

Bonita Broughton Principal

School contact details:

Moonbi Public School

Charles Street

Moonbi NSW

http://www.moonbi-p.schools.nsw.edu.au

moonbi-p.school@det.nsw.edu.au

0267603151

Message from the Principal Moonbi Public School aims to offer innovative teaching and learning programs that are designed to cater for individual learning needs, improve student wellbeing and deliver greater opportunies for all students to achieve.

I am very proud of the achievement of all our students and the continued success of the strategies being implemented by the school to ensure quality learning and engaging experiences for all our students.

We have a highly dedicated and motivated staff who work together to provide an engaging and inclusive environment where all students are given every opportunity and encouraged to achieve their personal best in all that they do.

As a result of the new Australian Curriculums introduced in recent years, almost all our curriculum has been redesigned and delivered in a manner which better caters for student needs, developing creativity and future learning styles.

Students are actively supported and encouraged to attain their personal best in all KLA’s, learning how to learn, solve problems, maintain their own self esteem and have concern for others. I am extremely impressed with the improvents I have witnessed in student peer support, motivation and behaviour.

I look forward to another very exciting year with the implementation and consolidation of many new and exciting learning programs that will provide educational opportunities for all.

Finally, the positive support we receive from our parent body and local community is wonderful and greatly appreciated by staff and students.

Bonita Broughton

School background

School vision statement

School context

Moonbi Public School is a small school [PP5], located in a village on the New England Highway, to the north of Tamworth. It serves a small but diverse community.

Enrolment in 2015 is 57 split into 3 multigrade classes. The school’s enrolment trend is gradually increasing and the school remains the first choice for local families. The mobility rate is usually moderate with about 6 new students enrolling in Years 1-6 and about the same leaving each year.

The school’s ICSEA at 874 (ACARA website) shows a below average socio-educational spread with 69% in the lowest quartile and 0% in the highest quartile Our school family occupation and education index (FOEI) is 140, which is relatively disadvantaged compared to other local small schools.

Our general NAPLAN performance is unremarkable with no significant trends. The school’s NAPLAN numeracy performance lags the literacy performance. Literacy performance is average with language (in particular, reading) but writing performance usually below average. Reading performance meets or exceeds the national average and our school benchmarks of RR8 for end of Kindergarten, 16 for end of Year 1 and 26 for end of Year 2 are met by 80%+of students. Grade variations in student performance are consistent with clusters of students with special needs, behavioural problems and welfare needs.

Aboriginal enrolments are 16% in 2015 and indigenous student performance varies from excellent to average on national testing, value added and attendance measures. An ATSIC consultative group has recently been established and is actively working to support student learning in our school.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

Learning

In the domain of Learning, Moonbi Public school is delivering in all areas. The school has identified factors contributing to wellbeing in the delivery of teaching and learning. The school analyses internal and external assessment data to monitor track and report on student and school performance and students are showing expected growth on internal school performance measures.

It was indicated when we undertook our self-assessment that in the areas of assessment and reporting we were excelling in our ability to analyse and report on local and external data based on student and school performance. Moonbi Public school is using its assessment data to monitor achievement gaps in student learning and is using the information to extensively inform planning for particular groups and individual students.

In 2016 we will aim to continue our Moonbi Manuscripts program so that our students achieve at high levels of performance on external performance measures. Our students will be encouraged to self-assess, monitor and evaluate their own learning.

Teaching

In the domain of Teaching, Moonbi Public School is showing that we are sustaining and growing in all elements. Staff, are frequently using data to inform their practice which was an essential part of our National Literacy and Numeracy Partnerships program. Teachers are collecting data and providing ongoing feedback with mandatory data collection on a cycle of 5 weeks. The data is being used to monitor student learning progress to identify skill gaps for improvement as indicated by the Mathematics and Literacy Continuums.

In 2017 all teachers will be required to be accredited with the Institute of Teachers and as such during 2016 a large focus of our teaching and learning will be how the Australian Professional Standards for Teachers can be applied to all aspects of our daily duties, school planning and programing.

We will continue to strengthen our teaching practices through evidence based research, alongside improved sharing and collaboration across the school.

Leading

In the domain of Leadership, Moonbi Public School collectively agreed that we were delivering in the domain of leadership. Staff felt that in the element of School resources we were excelling in being able to optimise our school facilities to best meet the needs of our students and local community. We had flexibility in our learning spaces and that technology was accessible to all staff and students.

At Moonbi Public we feel our community members have the opportunity to engage in a wide range of school-related activities and that events held within the school last year were supported in high numbers.

The school fosters collaboration with key stakeholders in the development of the school vision, strategic directions and annual plans. Our school uses collaborative feedback and reflection to promote and generate learning and innovation. The school’s financial and physical resources and facilities are well maintained within the constraints of the school budget and provide a safe learning environment that supports learning.

In 2016 we will continue sharing leadership responsibilities across the school staff with collaborative approaches to planning, programing and feedback. Our students will be provided with increased opportunities to show and strengthen leadership skills through a range of activities and improvements to our current SRC and School Leaderships teams.

Strategic Direction 1

Provide Literacy Skills for Successful 21st Century Learners

Purpose

To improve student achievement through the delivery of high quality teaching and learning programs to equip students with the necessary literacy skills to be successful 21st century learners that think both creatively and critically, problem-solve and work collaboratively.

Students will be productive and ethical users of technology equipped with skills of the 21st Century learner.

Overall summary of progress

At Moonbi Public School our team focused on improved engagement of students through quality teaching in literacy & numeracy, with an increase in the use of technology as a major tool. The more widespread availability and use of iPads and other technology has seen improved engagement for many students.

Data is regularly collected and uploaded on the PLAN website which informs teaching and learning on a regular basis. Staff uses the information to collectively design plans for effective teaching.

The Learning and Support Team provides support for a large number of students at Moonbi Public School. Targeted students are identified through the collection of data by staff, are discussed regularly at learning support meetings with interventions being implemented based on the levels of need.

Progress towards achieving improvement measures Resources (annual)

Increased student achievement in Literacy to be at or beyond Stage standard on MPS Standards Guide and semester reports using a suite of school-based and external assessments.

100% of Year 3 students achieved above minimum standard in writing. Over 80% of Year 5 students achieved above minimum standard in writing. 100% of students writing analysed against CTJ writing samples.

Average progress between Year 3 and 5* in 2013-2015 Reading Writing Spelling Grammar Numeracy School 68.5 71.6 91.4 147.2 93.1 SSG 70.5 62.6 83.7 64.2 86.7 State DoE 76.4 61.3 83.9 71.2 94.1

$17520

Tracking student achievement in Literacy on the Literacy continuum K-6 using a suite of school-based and external assessments.

100% of students k-6 tracked in PLAN a minimum of 4 times per year.

$1160

All teachers will evaluate and reflect on current research and practice in the use of existing and emerging 21st Century teaching tools and strategies to support student learning as shown in PL meetings.

Staff regularly & collaborative researched and analysed best practice to improve student performance in writing. Staff utilised video-conferencing with authors and illustrators to engage and stimulate student writing. Students utilise new iPads and laptops to research, collaborate and experiment with a variety of new applications to publish and present work. Technology infrastructure and stakeholder audits completed.

$4041

Next steps

− Research, develop and implement a 21st Century Skills Framework. − Develop Technology Infrastructures − Continue to implement the Writing Program into the whole school program and add additional literacy

workshops. − Refine the Learning and Support team process and strengthen the identification and support for

students with learning needs and gifted and talented students

Strategic Direction 2

Curriculum, Assessment and Pedagogy

Purpose

Our children deserve the best teachers so that they can be the best that they can be! Our teachers need to improve academic and wider achievement through sustained attention to 21st century learning skills, lesson design, development of whole school programs boosting teacher capacity, assessment and tracking on the K-12 continuums to ensure students can meet their potential.

Overall summary of progress

Curriculum • Increased professional learning about Australian Curriculum, differentiated learning, quality learning improvement. • A connected, whole school scope and sequence developed for all KLA curriculums and designed to deepen student understanding, utilize connections across KLA’s, consider local implications and simplify curriculum expectations for teachers. Assessment • Staff have participated in professional learning about consistent teacher judgement and K-12 Continuums. • School wide organisational structures have been put in place to collect, track and monitor student achievements. Pedagogy • Staff collaboratively investigated and shared best practice in student engagement, self-regulation and student direction. • Teachers have utilised opportunities to collaborate and observe professional practice to improve their professional practice. • Professional learning has supported staff implement implement new curriculum and staff have a clearer understanding developing aligned professional learning plans that are aligned to school plans . • Staff and students are developing a reflective, collaborative and supportive environment.

Progress towards achieving improvement measures Resources (annual)

An increased number of teachers accredited by the Board of Studies and Teacher Education Standards (BOSTES) at Proficient and higher levels.

Staff have participated in professional learning to gain a greater understanding of the acccredition process and teacher standards.

$4282

Teacher satisfaction survey results.

Teachers are satisfied with improvements made in curriculum and the professional collaborative environment.

Documentation of teacher understanding and support of the annual performance and development cycle.

The whole staff productively participate in developing and monitoring the school plan, school excellence framework analysis and as aresult develop performance development plans and programs that reflect their deepening understanding of requirements.

$1800

Evidence of aligned professional goals, the annual performance and development cycle, and selected Teaching Standards and the Principal Standard.

Staff programs and professional learning journals reflects the strong staff commitment to the school improvement plan.

$8000

Next steps

As a result of changing school dynamics and community feedback, staff feel strongly that in order to achieve real progress it is critical to change our focus on student wellbeing, staff wellbeing and school wellbeing processes. In consultation with the school community and careful analysis using the school of excellence framework our strategic direction 2 will be adapted to reflect this change.

Strategic Direction 3

Strong Partnerships

Purpose

To build inclusive, collaborative teams and school networks, through quality community partnerships which contribute to students’ engagement, learning and wellbeing as a central focus. Engage parents and the wider community as partners in the educational process through school based initiatives and activities

Overall summary of progress

This section describes the school’s ongoing self-assessment, reflection processes and progress for Strategic Direction 3 of the School plan. It draws on a comprehensive range of evidence to demonstrate school achievements. The summary of progress should address the following questions: Did we do what we planned? Did it have the planned impact?

Progress towards achieving improvement measures Resources (annual)

Surveys reflect high satisfaction amongst teachers, parents and students in achievement of educational outcomes and provision of a quality learning environment.

Are there any additional comments you would like to make about our writing program.

Student Response: I think you have chosen an amazing idea because it is fun and I get neater and neater every time and I prefer homework now - than before.

$14000

Sustained high levels of positive student, staff, and parent satisfaction levels with the school’s learning culture, communication and environment.

What do we do well? Parent Response: Everything!!! My children love the school very much. I love the way the school is run, wouldn’t want them to go to any other school. Communication is great!

The enrolment of 15 new Kindergarten students attests to the success of our ‘Ready to Fly’ transition program.

$2000

Inclusion of parents from varying socioeconomic backgrounds is represented in the organisation and implementation of school programs.

Establishment of Aborigional & Torres Strait Island committee (ATSIC), Lone Pine War Memorial Garden Committee, and opportunities for parent and volunteer involvement in ‘The School and Community Kitchen Garden’ (SAKG)program, Horse Sports and several PSSA teams has seen a significant increase parent involvement from varying backgrounds.

$5872

Next steps

− High school transition programs reinvigorate to include greater opportunity to meet other small school students and become acquainted with local high schools and what is offered.

− Continue ‘Ready to Fly’ Kindergarten Orientation and Transition Program.

− Continue implementation and growth of community partnership programs including Lone Pine Memorial Garden, ATSIC committee projects including the Platypus Bush Tucker Garden , ‘The School and Community Kitchen Garden including the Taste of Moonbi Week, Carols by Candlelight and Charity Work.

Next Steps

Next Steps

Key initiatives and other school focus areas

− Aboriginal Background Initiative − Socio Economic Initiative − Low Level Adjustment for Disability Initiative

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

Aboriginal funding was used to employ a School Learning Support Officer to assist the Learning and Support teacher in her role.

Classroom Teacher employed to provide smaller ability group literacy groups.

Individual Education Plans developed for all Indigenous students.

Cultural perspectives are included in lessons across key learning areas.

$8982

Socio-economic funding

Student assistance was provide to students in need.

Community projects implemented to improve student wellbeing and strengthen community partnerships.

New technology provided to increase student engagement.

$21618

Low level adjustment for disability funding

Used to employ a School Learning Support Officer

$6379

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Year 2010 2011 2012 2013 2014 2015

Scho

ol

K 95.3 92.2 95.5 95.4 93.1 92.7 1 93.3 92.8 92.2 96.1 96.0 92.1

2 92.0 94.1 95.5 92.3 95.7 96.9 3 96.2 91.8 95.7 96.6 95.4 92.8 4 91.9 92.5 93.1 95.3 95.0 91.5 5 94.7 88.5 96.0 93.7 95.1 93.1 6 92.0 94.0 86.3 95.2 94.4 95.2

Total 93.8 92.5 93.8 95.1 95.1 93.7

Stat

e Do

E

K 94.7 94.7 94.3 95.0 95.2 94.4 1 94.2 94.2 93.9 94.5 94.7 93.8 2 94.4 94.2 94.2 94.7 94.9 94.0 3 94.5 94.4 94.4 94.8 95.0 94.1 4 94.5 94.3 94.3 94.7 94.9 94.0 5 94.4 94.2 94.2 94.5 94.8 94.0 6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Class sizes

Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number Principal / Teacher Librarian 1

Classroom Teacher(s) 2 Learning and Support Teacher(s)/RFF 1

School Administrative & Support Staff 2 Other positions 1 Total 7

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. 14 percent of staff identify as Aboriginal or Torres Strait Islander descent. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100%

Professional learning and teacher accreditation

Moonbi Public School invests heavily in professional learning sharing professional learning opprtunies equitably across permanent, temporary and casual staff. Professional learning experiences included training focused on:

• Mandatory Department training;

• Literacy;

• Leadership and Mentoring;

• National Curriculum implementation;

0

10

20

30

40

50

60

2009 2010 2011 2012 2013 2014 2015

Stud

ents

Year

Enrolments

Male Female

Roll class Year

K/1 K

12/3/4 2

3

45/6 5

6

Total per year

16

161818

18

Total in class

12

477

47

132020

Financial information Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015 Income $ Balance brought forward 16512.91 Global funds 83126.36 Tied funds 60747.49 School & community sources 26893.55 Interest 822.36 Trust receipts 6323.06 Canteen 0.00 Total income 194425.73 Expenditure Teaching & learning

Key learning areas 4592.67 Excursions 9006.21 Extracurricular dissections 19468.47

Library 2533.90 Training & development 4282.35 Tied funds 60181.02 Casual relief teachers 11547.88 Administration & office 28598.56 School-operated canteen 0 Utilities 12498.89 Maintenance 9069.30 Trust accounts 5187.73 Capital programs 0 Total expenditure 166966.98 Balance carried forward 27458.75

School performance NAPLAN

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

Privacy protocols prevent reporting on student cohorts less than 10. All parents /carers have been given reports outlining their child’s achievements & had opportunities to discuss these reports with the classroom teacher.

Minimum Standards data

Percentage of Year 3 students achieving at or above minimum standard (exempt students included)

Reading 83.3 Writing 100.0 Spelling 66.7 Grammar & Punctuation 66.7 Numeracy 83.3

Percentage of Year 5 students achieving at or above minimum standard (exempt students included)

Reading 87.5 Writing 87.5 Spelling 87.5 Grammar & Punctuation 87.5 Numeracy 100.0

NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

Writing has been a target area this year. Students participated in a variety of programs including writing bootcamps, New England Writers Centre Youth Online program and our Moonbi Manuscripts program. We are very proud of our above state average growth is in this area.

Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

The results from the Writing Surveys were outstanding. The successes of the writing projects which included ‘Writing Bootcamp’ 3 mornings per week, Youth Online with Authors and Illustrators, and Class Writing Journals for homework was evident by some of the student comments –

• I think you have chosen an amazing idea because it is fun and I get neater and neater every time and I prefer homework now - than before.

• The teacher sits down with me and discusses what I need to fix up

• I prefer homework as it is now. I think it is very educational and adventurous.

• I love the writing because I think it has helped me with persuasive, imaginative and poem writing.

• I wish it was every day of the week except for Friday

Parents also responded positively;

• The weekly homework does take alot of time for the students to complete at home. It is also very benefical in providing the students with organisation skills, research skills and meeting time deadlines. I believe this writing program is the best learning program over all learning areas to be implemented in MPS in the last 6 years.

• I think that the writing workshops have been a great addition to the curriculum. My children (as well as myself) have a lot of fun doing their Journals. Thank you.

As a result of the success of our ‘Writing Project’ and student responses the Writers Workshops were extended to four days a week.

Parents also responded positively in the Service Satisfaction Survey to the service provided by office staff, the facilities and extra-curricula activities provided.

Mostly, parents were very satisfied with the teaching staff and educational services provided.

Policy requirements

Aboriginal education

At Moonbi Public School, approximately 16% of students identify as Aboriginal. These are provided with Individual Learning Plans in line with department policy. Aboriginal perspectives were taught in every classroom with particular emphasis in our LOTE (Languages Other Than English) program. During term 1 every year students spend 3x 20 minute lessons per week immerse in our local indigenous language and culture.

We have continued to develop and sustain a positive and inclusive school culture for all and improved the quality of teaching and learning for our Aboriginal students with continued improvement in the learning and engagement outcomes for these students.

Our excellent relationships with our families and ensured that there is open and prompt communication and a consistent message.

Our students are actively involved in taking turns to deliver our Acknowledgement to Country address at all assemblies and functions throughout the year. All of our students have outstanding attendance due to our close home and school alliance.

An ATSI consultative group is actively working to support student learning in our school.

Multicultural Education and Anti-racism

Moonbi Public School once again participated in the CWA International Day. This year, Italy was the country of study. Students studied the language and culture of Italy during Term 2 as part of our Languages other than English program. Students 2-6 students were also able to present their projects, which were very well done.

During LOTE students were also able to spend a term studying Japanese, Kamilaroi/Gamilaraay and French, the language and culture.

The school has an Anti-Racism Contact Officer in place to monitor school policies, procedures and practices.

Multicultural Education and perspectives are integrated into all class programs. We have zero tolerance in the school’s anti-bullying and discipline procedures towards any form of racist behaviour.

Environmental education and sustainability

All students K-6 participated in the Agriculture, Food & Fibre Week. This was a pilot initiative for 2015 taken on by the Tamworth Network of Schools with full implementation across NSW in 2016. All students K-6 cooked with Mrs Harris in the kitchen and made Japanese inspired healthy lunch boxes. Students also took part in a variety of activities including bushtucker cooking and tasting, scarecrow building, and felting workshops.

The Stephanie Alexander School and Community Kitchen Garden program is building momentum with the development of a Senior Vegetable Garden to compliment the Infants Herb Garden.

All students participate in weekly garden lessons and students 3-6 spend 120 minutes per week, for 10 weeks in the kitchen.

Students spend time learning how to prepare beds, how to adapt for seasonal challenges, maintain and correctly use equipment, propagate seeds, test soil, along with a wide variety of mathematical and scientific skills.

Student leadership

In addition to our school captain roles, the school offers a variety of leadership opportunities for students to participate in, including the Student Representative Council, Sports Monitors, Library Monitors and Peer Support Roles.

Transition Program

Our “Ready to Fly” transition to school program ran for two terms in 2015.

The program involved 2016 Kindergarten students taking part in a series of activities in classrooms as well as out in the playground with Kindergarten teachers and buddies.

During term 2, parents were welcomed and given an orientation that featured an overview of the school and a tour of the facilities.

The information session covered areas including school readiness, how to promote healthy food habits and general information about the expectations at school. A number of our 2015 parents and P&C members were there to assist and provide parents with additional support and advice.

During Term 3 and 4, our ‘Budgies’ came to school every Friday and participated in wide rotation of activities getting to know all our staff and older students.

The program resulted in a solid foundation for an ongoing relationship between parents, students and the school community, but also ensured a smooth transition into the first days of school for our Kindergarten students.

All our ‘Budgies’ were given a ‘Ready for School’ pack and bag that included resources to help transition children to school.

Sport

Moonbi Public School enjoyed another busy year in sport. With the continued amazing amount of help from parents and coaches and dedicated staff our students were able to perform at an outstanding level.

A record seven students attended the Athletics State Carnival. Students also represented at the North West Regional Carnivals and Trials in cross country, swimming, cricket and rugby league.

Students also took part in PSSA Knockouts and Gala Days for netball, soccer, touch, oztag and hockey.

Our annual Footy Colours Day fundraiser was once again well attended by other small schools and supported by local football clubs. The day raised and amazing $2300 dollars to support the Fight Cancer Foundation. The school won the Coaches Pick Award and is in the 2015 Fight Cancer Foundation Hall of Fame