ANNOTATION

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The first piece of evidence is ‘Keep Them Safe’. IPS has a responsibility and a duty of care to protect students at risk. DoE staff are mandatory reporters. As part of the IPS Wellbeing Policy, it is sometimes necessary after following the ‘decision tree’ that reports are made using the Keep Them Safe helpline. Trained teachers, the School Counsellor and more recently the School Chaplain all work in partnership to ensure all students at IPS are healthy, happy, safe and have the opportunity to reach their full potential.

 

The Student Recognition Policy (SRP) is evidence that sets out to explain the opportunities available for all students to be rewarded and acknowledged under the areas of Excellence, Respect and Responsibility and Participation. Teachers are required to complete merit cards and present during the school’s whole school assembly. Students and families are also sent home a ‘positive postcard’ which acknowledges special deeds that are recognised. Good behaviour while travelling on the bus to and from school can earn students a canteen voucher. The SRP is based on the core values in the NSW Public Schools Policy 2004.

 

Every year three students are nominated by IPS teaching staff to attend Stewart House. Stewart House is a safe haven school in Sydney for those children at risk or need a break away from home for a short time. During the 12 day stay all students are provided with dental, optical hearing and medical treatment. IPS students participate in educational programs and excursions designed to develop their social and emotional skills, build self esteem and improve their overall wellbeing. All experiences provide IPS students with a much needed break from their current circumstance. Children return from Stewart House inspired and have positive aspirations for their future. Students in our area usually attend during week one and two of Term 3.

 

Each year, IPS formally recognises NAIDOC Week. One of the major ways the school does this is by holding an excursion.  The whole school, K-6, spend the day at Shark Bay, Iluka.  We participate in 5 different activities. These include, Aboriginal ball games, art, bush craft, sand sculptures and music. The groups are made up of students of mixed ability ranging from K-6. Activities ensure all students have a clear and explicit understanding of tolerance, anti racism and a well rounded respect for Aboriginal heritage.

 

In 2016, the IPS School Behaviour Code (SBC) was revised. The code provides positive support to promote high standards of achievement and behaviour. The SBC clearly articulates the responses and consequences for inappropriate behaviour. Under nine separate areas, the SBC provides particular strategies to promote appropriate behaviour as well as consequences for unacceptable behaviour. IPS is committed to providing quality learning opportunities that enable all students to achieve within safe, supportive and disciplined learning environments. School staff use their professional judgement to maintain discipline and provide a safe, supportive and a responsive learning environment. Both negative and positive behaviour is recorded using the Sentral network.

 

IPS in partnership with the services of Maclean Community Health have designed and introduced a social skills program for the students identified with special needs in Stage 1. The program is designed to teach key social skills considered important for ensuring successful classroom and playground interactions. Topics included in the 20 week program are playing games well, being positive, cooperating (instead of bossing) building self esteem and finding solutions to social problems. The program operates Wednesday mornings for an hour. An Occupational Therapist and Speech Therapist lead the class.

 

IPS introduced the Tell Them From Me Survey (TTFM) at the beginning of 2016. The TTFM survey asked questions that can affect academic achievement. The survey was given to Year 4,5 and 6 students. The students were asked questions about Positive Relationships, positive sense of belonging and students that value schooling outcomes. Pleasingly, students at IPS feel accepted and valued by their peers. Students have friends at school who they can trust and who encourage them to make positive choices and believe and value education.

 

An important aspect of Wellbeing at IPS is the consultation process of the students, particularly the Year 6 class. One way to do this is through informal interviews. It is great for the school to actually hear from those students who may not necessarily always join in with conversations. The students in the video were asked for their views about different aspects that related to mental health and wellbeing. The answers provided  were honest and straightforward. The data collected showed that IPS staff were providing consistent support and was used to assist with school planning and to further improve the wellbeing of students at our school.

 

School assemblies are important for both students and teachers. Assemblies can be informative on a certain school topic as well as being  entertaining and relevant for the entire school. Yes, assemblies are particularly important. It brings the whole school together, to refocus upon a particular value or objective and it is a chance to build upon the standards and expectations established over a long period of time. As now a non teaching principal I see this (and morning supervision) as one of my few opportunities to really connect with the students. It is one way I get to know the students. It is my best part of the day. My goal as the principal is to ensure that I have talked to all students so that if they ever do end up in my office, I have already established a relationship with them. I know all the names of the students and I know most of the parents names as well. Knowing them builds a positive relationship. The students are therefore more worried about disappointing me as opposed to being fearful. I use humour to deal with situations whenever possible. Everyday I purposely go out of the office and be seen at every assembly and in every classroom, (if for only 30 seconds). It is my way of saying ‘hi’ to the students and just seeing what is going on. Together, the teaching staff and I are open to showing students how much we care about them.

The Peer Support program (PSP) is a peer led learning program. The PSP is conducted on Friday afternoons and is completed over 8 weeks. It empowers the Year 5 / 6 leaders and provides authentic leadership to support their small group of students and make a positive contribution to our school. All students learn to develop the skills, understandings, attitudes and strategies to improve their mental, social and emotional wellbeing. Earlier in the year the Year 6 class trained with students from Palmers Island PS for a one day camp. The PSP contributes towards the development of a positive school culture.

ANALYSIS

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Within the domain of Wellbeing, it was decided that Iluka Public School best meets the Sustaining and Growing outcomes.

 

At IPS, the principal models a caring and collaborative leadership style. He ensures that effective and collaborative processes are then used to implement any new practices or policies. School activities are planned to create a sense of belonging for students and staff. The school models values such as caring and respect. During assemblies and in class we recognise and celebrate helpful and caring behaviours. The school has a set of collaboratively developed and shared values and defined behavioural expectations. During staff meetings and assemblies IPS takes steps to ensure it is a safe place for students, staff and the community. Variations to routines and risk assessments are implemented. School activities always begin with a Welcome to Country as we acknowledge and show respect to  students’ different cultures and backgrounds. Teachers are encouraged to have high expectations for behaviour as well as learning. Teachers are supported to tailor lessons to students’ backgrounds, interests, skills and needs. Student support is provided for all students as well as those who are new to school or at risk. At risk students are identified and supported. We ensure the curriculum programme is relevant to children's’ level of development and  planned to provide students with opportunities to engage in tasks that are likely to enhance their social and emotional competencies. Teachers are supported to model caring and respectful interactions and have a respect for diversity. Student input is sought  and contribute to the wellbeing of others by developing social problem‐solving strategies.

 

Within the domain of Learning Culture it was decided that Iluka Public School best meets the Sustaining and Growing outcomes.

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The principal and staff demonstrate a high level of communication and interpersonal skills. Together, IPS build positive relationships and engage the students and educational community. There is a demonstrated commitment to strengthen and deliver on school learning priorities.  As a result of the strong wellbeing initiative across all year groups (as outlined in the annotations), greater staff, student and family engagement in whole school activities occur. The well developed IPS School Behaviour Code policy is positive and encourages respectful relationships, thus creating an optimum atmosphere for productive learning to occur.

 

Within the domain of Curriculum and Learning (SG 3) it was decided that Iluka Public School best meets the Sustaining and Growing outcomes.

 

In the 2015-2017 School Plan, IPS planned to support students as they progress through the different stages of education. It has provided differentiated teaching to respond to the particular learning needs of all students as a regular part of curriculum provision. Informed by student performance data, teachers vary what students are taught, how they are taught and how students demonstrate what they know. Teachers differentiate instruction in response to data and day-to-day monitoring that indicates the particular learning needs of students. Teachers purposefully plan a variety of ways to engage students, assist them to achieve the expected outcomes and to demonstrate their learning. Teachers use an ongoing cycle of assessment and then reflect on its effectiveness. If there is a lack of student progress, the teacher considers alternative approaches that could help improve student engagement and learning.

 

Within the domain of Collaborative Practice, it was decided that Iluka Public School best meets the Sustaining and Growing outcomes.

 

In 2016, IPS has continued to demonstrate a shift in teaching practice. Teachers are becoming more ‘team’ oriented and not being seen as individuals, isolated in the classroom. It has established new collaborative practices involving teachers, the principal and students. This includes teaching buddies, Personal Development Framework negotiated goals, classroom observations and teacher feedback, the use of student feedback to drive classroom practice and teacher reflective practices shared during formal and informal staff meetings. A stronger, respectful relationship exists between the staff, enabling every teacher in every IPS classroom to be supported. Teachers are continually learning and developing their professional skills and feeling part of a united team.

 

Within the domain of Management Practices and Processes, it was decided that Iluka Public School best meets the Sustaining and Growing outcomes.

The school leadership team communicates clearly about school priorities and practices. The School Management Plan 2015-2017 has been ratified by the P&C in 2015 and again in 2016. The P&C have been given the opportunity to provide feedback in regards to the school’s practices and procedures. The plan has been placed on the IPS website and evaluated in the Annual School Report each year. Again, surveys have allowed for constructive feedback to occur. Similarly, accountability practices are tied to school development and include open reporting to the community.