ILUKA PUBLIC SCHOOL
External Validation
EXTERNAL VALIDATION EXECUTIVE SUMMARY
LEARNING CULTURE
Iluka Public School is a larger small school with 130 students living in an identified low socio economic community. This year the school was reclassified as a P1 non teaching principal school. All teaching staff who live within the tight school community, respectfully understand and know the students, parents and carers from K-6 individually. Recently, a large majority of those students confirmed this alliance in the Tell Them From Me survey. Students told us that they felt supported in the positive, safe and secure school learning environment. This positive relationship enables teachers to be able to provide good conditions for producing high quality lessons. The school is also able to deliver on the learning priorities (school plan) and also enables students to actively engage on achieving learning outcomes. This year, staff collaboratively revised its School Wellbeing Policy which outlined explicit specific behaviour expectations. Under the umbrella of wellbeing, staff also produced the Student Recoginition Policy. The policy outlined proactive approaches to encourage good behaviour and good bookwork at school. This policy is used consistently to celebrate student success on our formal whole school assemblies, whilst also providing support for inappropriate behaviour (video). This year, 20% of the students have received special Principal Awards, recorded using the Sentral system. Sentral has also allowed IPS to monitor attendance, record incidents, communicate internally and to produce semester reports and Personalised Learning Plans. During weekly staff meetings, teachers discuss a range of issues from a variety of sources; including NAPLAN and internal data. Their professional teaching judgement is utilised to discuss student related issues and incidents, be it classroom or playground related. Staff strongly support all students to ensure their social, academic and emotional needs are considered. Staff work closely with the LaST team to ensure that the students educational needs are monitored. This also includes a social skills program organised for the Year 1 students.
WELLBEING
The school has a whole-school approach to wellbeing and IPS has received input from the community to support and ratify its revised School Wellbeing Policy in 2016. The policy was presented to the P&C to gain their feedback and support. The members of the P&C collaborated with the school to better understand all school values pertaining to expected behaviours and attitudes. The school provided all teachers with Professional Learning on Sentral, catering for the wellbeing needs in the playground and classroom. This resulted in teachers now using the program to report both positive and negative incidents in the school. All aspects of positive student behaviour is reinforced using the Behaviour Code during formal fortnightly whole school assemblies. The school has also ensured that its students have developed a well-rounded respect for Australia’s multicultural society and Aboriginal heritage through completing programs such as ‘River of Learning’ and experiencing special school activities for Harmony Day, Say No to Bullying Day and NAIDOC Week. The Peer Support Program has also been embedded within teaching and learning programs during Semester 2. The School has also provided the opportunity for students and parents to have their say through the Tell Them From Me surveys. This ‘snapshot’ supported the executive's views that classroom and playgrounds were being properly managed and that students were pleased to be at IPS. Students that require personalised learning programs are organised in a professional and sensitive manner with the child’s needs paramount. The school has been most ardent in ensuring that we meet our duty of care responsibilities. Many needs are addressed under the ‘Keeping Them Safe’ guidelines umbrella. These include an Occupational Therapist and Speech Therapist who were accessed to further support the needs of students. A Social Skills program has been introduced providing significant opportunities and advantages for students that require this help and support. Similarly, a number of Stage 3 students spent two weeks at Stewart House allowing them to experience many opportunities that were new for them. Finally, to support and assist teachers encouraging positive interaction in the playground, a Chaplain was appointed. Her presence has further enabled small playground problems to be rectified as well as helping to improve student attendance and support and promote expectations of behaviour. Our Chaplain, importantly, gave all children ‘at risk’ the special care they needed and has worked closely with the Principal to notify immediately any child at risk to community services.
CURRICULUM AND LEARNING
There is a strategic and planned approach to support the cognitive, emotional, social, physical and spiritual wellbeing of all students. In 2016 IPS focussed its attention on strengthening and re energising its relationship with the Iluka Pre-School. The redeveloped transition program was successfully presented to the Iluka Preschool Director by the school’s early stage 1 teacher. A new unit of work was completed in Term 3, an exchange of identified outcomes between the two schools and an informative ‘expo’ night was implemented to make the transition into ‘big school’ stress free and successful. Preschool students with special needs were also identified early and IPS worked closely with outside agencies and the school counsellor to accommodate individual needs. The senior students also have a similar transition to high school program. Students attend Maclean High School once a term and a meeting is held between the Year 6 and Year 7 High School teachers to discuss student placement. Parents are also invited to attend a meeting at the high school. IPS has identified in the 2015-2017 School Plan, ‘differentiation’ as a strategic direction. All new students have their reading level benchmarks recorded with the Learning and Support Teacher. The (LaST) also provides support for teachers to help and accommodate programs to meet student learning needs. The LaST has also assisted teachers in developing Personalised Learning Plans using Sentral software. This is combined with regular contact with the classroom teacher and end of semester benchmarking. The PLP’s are collaboratively developed between teachers, LaST and parents. These are discussed in further detail around class meetings that occur at the end of Term 1, 2 and 4. Staff professional learning has been focussed around their Personal Development Plans (PDPs) ensuring for deep sustained learning. Teachers have visited several public schools in the area, collecting, talking and interpreting what would work best for them. The professional learning undertaken has built capacity to change or improve practice. Staff have also initiated peer observations that focus on agreed outcomes. By carefully considering the resources from our RAM, extra time has been provided for the LaST and Student Learning Support Officers to assist students under National Minimum Standards. The literacy and numeracy continuums are also used across ES1, S1 and Stage 2. The continuums inform the teaching and learning cycle. Teachers and the Principal use this data to monitor student growth. The school has created a positive relationship with the Maclean Community Health agency, whereby a Speech Therapist and Occupational Therapist work with the students to coordinate a social skills program among the Year 1 students. The program sets out clear expectations as to how students should behave and interact with one another and that peer relationships should be caring and respectful.
ASSESSMENT AND REPORTING
To monitor and evaluate literacy and numeracy strengths and weaknesses, (Strategic Direction 1) the principal and staff analyse external data sources such as PLAN, NAPLAN, and daily attendance rates. Importantly, both negative and positive results, performance and the clarification of the IPS marking system are announced at appropriate times through the school newsletter and prior to reports being sent home. As well, the school has focussed on improving its internal assessment and reporting practices. Teachers have created a detailed literacy assessment such as the literacy continuum ‘I Can' booklet, while other teachers use a class Rubrics system to assess I.C.T videos and class art and drawing work. The school uses all data to report back to parents about their child’s progress through twice yearly reports and during PLP interviews. An extra informal parent interview is held at the end of Term 1 providing the opportunity for staff and parents to discuss their child’s strengths and weaknesses. This can lead to greater opportunities for IPS to provide the best learning experience for students. In 2017, a ‘meet the teacher BBQ night’ will be held to attract more people to come along and meet their teachers.
STUDENT PERFORMANCE MEASURES
As a low socioeconomic community, with an ICSEA score of 947 and a high FOEI of 119 , with varying numbers and abilities in yearly cohorts and with a high transient rate of 20%, the school staff have worked very hard over many years to achieve pleasing NAPLAN results. Again in 2016, excellent Year 3 NAPLAN results show IPS are continuing upon our previous year's successes. In 2016 SMART Data indicates that the growth rate of our Year 5 students is greater than or equal to expected growth in reading and numeracy. Pleasingly, 50% of Aboriginal students at IPS were in the two top bands for Year 5 Reading. We look forward to continued growth in NAPLAN 2017 and will be introducing into our school plan, the Premier’s mandatory NAPLAN statements. Similarly, the majority of Kindergarten students are also showing significant achievements on the PLAN Assessment Tool.
EFFECTIVE CLASSROOM PRACTICE
Over the past two years, an emphasis has been placed on ensuring the school’s classrooms are well managed environments with minimal disruption. The uninterrupted learning time from 9-11.00am, where key concepts have been taught in literacy and numeracy has proven beneficial. Staff have developed, a culture of high expectation for academic success. This is shown and indicated in the TTFM surveys, teachers providing student feedback, student to student feedback, rubric assessments, weekly assessments, LaST testing, literacy and numeracy continuums and external student performance data. Across the school some staff and their students use a class dojo system for feedback to reinforce positive student learning and behaviour. The principal also collects student workbooks to assess effort and provide feedback to all pupils. Most staff collaboratively share expertise to improve teaching practice, self-assessment and reflection. At staff meetings we have looked at the work of Professor John Hattie and understand the importance of feedback to students. The implementation of the revised Wellbeing policy, (classroom expectations, consequences and warning processes, student recognition) supports improved consistency with classroom management thus increasing student engagement and reducing disruption in the classroom.
DATA SKILLS AND USE
IPS is a small school and all staff get on well with the executive. Together, we are a collaborative team and interested in student development. IPS accept that the culture of sharing, analysing, collecting and using data is vitally important. The school uses LaST data to identify the learning needs of its students. The school leaders examine data from sources such as NAPLAN, to inform staff at meetings. Here, key decisions are made to suit the learning needs of students. PLAN data is also being used by the Kindergarten teacher to track students’ progress. To ensure teachers were able to use these data skills, professional learning was organised. Two teachers visited schools out of our local area to observe the use of the continuum portfolios in a number of schools. Similarly, teachers analyse student performance data from sources such as diagnostic reviews, reading records, literacy and numeracy continuum cluster markers and the Waddington’s Spelling and Reading Tests.The Principal, at appropriate times will share data when and where required with the school community. This has included assemblies, newsletters, P&C meetings and the yearly Annual School Report when data is used to monitor and evaluate progress of the milestones in relation to the School Plan.
COLLABORATIVE PRACTICE
At the beginning of the school year, IPS staff identified the expertise within the teaching group to be responsible for certain Key Learning Areas (KLA’s), events and responsibilities. One of the most effective ways IPS teachers learn is by observing others, either at school (or at another partner school) or being observed and receiving specific feedback from that observation. Teachers analyse and reflect on this information and use it as a valuable means of professional growth. The observations are well planned and sometimes videoed, so as to focus on specific issues and then a follow-up meeting is organised to provide feedback. At Iluka peer observation promotes an open environment where public discussion of teaching is encouraged and supported. During sustainability classes, l.C.T. lessons, the Sporting Schools’ Program, specific K.L.A days and other whole school events, teachers work well together to improve teaching and learning outcomes within their classes. In 2017, it is anticipated that more organised mentoring/coaching sessions by the executive will be timetabled to assist temporary, casual and new scheme teachers improve their teaching practice.
LEARNING AND DEVELOPMENT
All teaching staff at IPS take personal responsibility for improving their professional practice. All teachers have a negotiated Performance and Development Plan (PDP). PDP’s are produced following discussions with the Principal. The teachers’ personal goals link with the aims of the school’s Strategic Directions. All professional learning is authorised and planned to support and reach these goals. In 2016, many extra hours of professional learning undertaken at staff meetings has addressed several areas of need for IPS. This included a Principal Support Learning (PSL) conducting a workshop and discussion on the document, ‘What works best: Evidence-based practices to help improve NSW student performance’ to link with Strategic Direction 1 of the 2015-2017 school plan. As well, staff have been provided with a three hour workshop in using Sentral for Wellbeing (SD2) and developing Individual Learning Plans. (SD2) Other professional learning related to understanding the elements of the School Excellence Framework (SEF). Staff also focused on visiting other schools and organisations to gain an insight into what other schools/teachers feel important. A report is presented to staff at weekly meetings to discuss any professional learning undertaken. In 2017, the school will need to finance, budget and develop a New Scheme and Teachers Policy to assist all teachers gaining and maintaining accreditation at proficiency levels.
PROFESSIONAL STANDARDS
IPS is committed to the capacity building of all staff. Teachers have been given the opportunity to explore higher levels of accreditation tied with the School Plan and staff PDP’s. Expertise that other schools may have, was recognised and valued with several staff members attending classrooms outside the local area seeking further knowledge as well as better teaching practice concerned with the literacy and numeracy continuums. Similarly, IPS has been very generous in sharing its expertise to help build the knowledge and skills for the External Validation process across many north coast schools. The work of the school team has been highly valued and appreciated by other bigger schools. Physical resources have not been purchased this year. Rather, the emphasis at IPS has been to fund teacher time in order to collaborate and reflect on teaching. Our School Excellence Framework self-assessment survey and the External Validation process has assisted the school to refine strategic priorities in our school plan, leading to further improvements in the delivery of education to our students. IPS teachers have a stake in their school. They help make the decisions and set the goals, thus participating in the ownership of their school. This type of commitment makes IPS teachers valuable employees, and it instills a sense of being a part of something bigger. Teachers at IPS are role models for their students. It’s important for our students to see the amazing contributions our teachers make at all levels. There are children in our town who have never been exposed to the concept of giving voluntarily. When IPS teachers demonstrate leadership in their school, they give young people the courage to think “I can do this too.” Seeing teachers who readily give of themselves provides students with the courage to make a difference as well. IPS teachers lead by example. The entire school becomes better because of its positive attitude towards unconditional support.
LEADERSHIP
At the end of each year a number of surveys are conducted by the parents and carers. The surveys are designed specifically to cater for the needs of IPS students. Similarly, a survey at the end of Term 3 was sent out to parents, students and staff as part of the 2016 Tell Them From Me Survey. Parents and community members have the opportunity to engage in a wide range of school-related activities and share the school’s vision. Parental consultation assisted the school to set priorities in the 2015-2017 School Plan. To enhance and strengthen the productive relationship between the community and the school, the school holds a range of activities which involve the community. Open Day celebrates Education Week and brought approximately 60 families, (two thirds of the school population) or 250 people to the school. In 2015-6, a stronger relationship between the Iluka preschool and IPS has been forged. A longer and smoother transition from home to school program was redesigned. Preschool students now attend six sessions at the school. The school held a Parents ‘expo information night’ and the focus of the night was to network with the parents and share the school’s strategic direction, vision, curriculum and routines. Local businesses, industry and community organisations were invited to participate in the evening. As well, the Year 6 students of 2017 will visit their new buddies at the preschool during Term 4. The kindergarten teacher and principal will be able to assess student needs and help alleviate any anxiety about coming to school. IPS also has a strong link and association with the Maclean High School (MHS) whereby an active and successful MHS transition program is consistent across the four terms of the year. Community partnerships are many and varied, providing varied resources and opportunities to support student outcomes. The Sub-branch of the Chatswood Island and Iluka RSL, sees students actively participating on ANZAC and Remembrance Day ceremonies. The St Vincent de Paul Society has invited IPS to participate in a new program called, ‘Breaking the Barriers’. The organisation will provide financial resources and opportunities to support homework classes in 2017. Other partnerships include the Iluka CWA, Lower Clarence River of Learning, Iluka Emporium Artists, N.P.W.S, QUOTA, Iluka Chamber of Commerce, Rotary and the Iluka Golf and Bowling Clubs. The school has a strong connection with and supports the Clarence Valley Community of Small Schools with active meetings and principal presentations held once a term. As well, the school prefects are a voice to help inform decision making. Year 6 travel to Brisbane each year as part of IPS developing leadership skills as part of the peer tutoring program. Importantly, all staff will continue to have purposeful leadership roles based on experience and expertise. Staff members will continue to contribute as a cohesive whole-school team. Role statements and areas of responsibility are willingly embraced to achieve the school’s strategic direction and vision. Professional development programs will support the development of leadership capacity. The NSW Teachers Federation has established the Centre for Professional Learning (CPL) to provide high quality training and support for Federation members in a range of educational areas. Our staff have taken these courses. IPS believe that all professional learning should contribute, either directly or indirectly, to improved student learning outcomes, tie in with the School Plan and teachers PDP’s.The executive have offered staff to pursue highly accomplished accreditation opportunities. The same opportunity will be addressed in 2017.
SCHOOL PLANNING, IMPLEMENTATION AND REPORTS
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The 2015-2017 School Plan was discussed, developed and revised by staff at IPS. In consultation with the school community, the plan was then ratified during a series of P&C meetings which were well attended. The School Plan has had milestones created to be monitored and reviewed by the staff each term. Staff feedback has been appreciated and implemented to strengthen and achieve the milestones. The Plan’s progress will be communicated to the school community and will be reported on in the Annual School Report.
SCHOOL RESOURCES
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Resource Allocation Modelling (RAM) funding is strategically allocated towards programs to support school improvement, including an extra teacher position and extra hours for the LaST timetable. Program budgets are discussed between the SAM and Principal where they meet regularly to monitor spending. The Principal is quickly learning to make the best use of temporary teaching staff and school financial and physical resources. School grounds are attractive and safe, most classrooms are motivating places and respected by staff and students. Occasionally, rooms are hired out which provide a little extra income. Technology facilities include a computer room and 30 laptops and iPads. A computer coordinator is partly funded. The stage has been recently repainted as a ‘green screen’ to support technology lessons. Our horticultural area reflects the importance of developing sustainable practice through utilising this valuable outdoor learning area.
MANAGEMENT PRACTICES AND PROCESSES
The Principal regularly and actively collects and seeks feedback from executive, experienced staff and school community through annual and TTFM surveys, school gate talks with parents, parent-teacher events, transition meetings and P&C forums. The school is acutely aware of the need to communicate effectively with the school website, Facebook, Newsletter and SMSs providing the community with up-to-date information about school and student progress. Our self-assessment and the external validation process will further assist the school to refine its strategic direction in our school plan, leading to further improvements in the delivery of education for the students of IPS.