2017 Maryland Public School Annual Report

Maryland Public School Annual Report

2017

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4600

Maryland Public School 4600 (2017)

Printed on: 4 April, 2018

Introduction

The Annual Report for 2017 is provided to the community of Maryland 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.

Mrs Annette Van Egmond

Principal

School contact details

Maryland Public School John T Bell Drive Maryland, 2287 maryland-p.schools.nsw.edu.au maryland-p.school@det.nsw.edu.au 4955 9430

Message from the Principal

2017 was a fantastic year at Maryland Public School. Our students, staff and community celebrated our school's 25th birthday, participated in our first colour run, enjoyed grand friends day, NAIDOC activities, an exciting visit from the Westpac rescue helicopter and many other significant events that highlight the inclusivity and diversity of our school.

Staff have continued engaging in professional learning so they can be the very best teachers for our students. Participation in Quality Teaching Rounds provided opportunities for teachers to observe their peers in action and give and receive feedback on their practice. This has resulted in outstanding leadership, improved professional growth for our teachers and improved learning for our students. Professional learning has focused on developing a deep understanding of evidence based best practice, with an emphasis on explicit teaching, high expectations, effective feedback and using student performance data to inform teaching. These themes continue to be priorities throughout the next school plan. A thorough school evaluation was conducted leading up to our participation in an External Validation process in term 3. Contributions and feedback from our families, staff and students have shaped our future directions and goals so that we can deliver on our new school vision statement; 'Every child, every opportunity, every day'.

Our students continued to strive for excellence and our school has enjoyed many wonderful successes. Academically, six Year 6 students gained placement at Merewether Selective High School for 2018 and fourteen students were accepted into gifted and talented classes at our partner high school, Callaghan College Wallsend Campus (CCWC). Many students achieved great success in external competitions, with special mention to Tyler Franzen who received the Newcastle District Award for Year 5 in the 2017 Newcastle Permanent Primary Mathematics Competition and William Rodgers who received a medal from the University of NSW for achieving the highest score in the 2017 ICAS Science competition. Truly outstanding achievements!

In the arts, performance groups participated in a wide range of activities including; birthday celebrations, assemblies, bandfest, coral festival and dance festival. A performance evening showcased the talents of our groups for the school community to enjoy. Our Art Showcase held in Term 3 also highlighted the variety of talents our students possess and the wide range of opportunities afforded to them. We have a number of new art works on buildings around our school, designed and painted by our students to make our great school look even better. Our students and staff worked hard to ensure that our annual Christmas Carols evening was a great success and a fabulous evening was had by all. Three Year 6 students were successful in gaining placement in the CAPA class at CCWC for 2018. These achievements are evidence that the Creative and Performing Arts continue to be a strength at Maryland Public School.

Our Aboriginal Education program has again been very active this year and has created some wonderful cultural experiences and memories for everyone. A special mention to Mr Dave Newham, who we are so lucky to have mentoring and working with our students and staff here. Dave's knowledge and ability to connect with people is second to none. From dance to storytelling, smoking ceremonies to bush tucker and to the making of a traditional coolamon which now takes pride of place in our office, our community continues to benefit greatly from Dave's leadership.

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I'd like to take this opportunity to thank our School Council and P&C for their ongoing support in 2017. The School Council team of Lisa Sinclair, Sherrie Mace, Anne?Maree Campbell, Mrs Garven and Mrs Carolan have reviewed policies, student performance data and developed our new Homework framework. Our current P&C executive team of Mrs Deb Groth, Mrs Alisa Webb and Mrs Renee Phillips are the engine room of the group, working behind the scenes to keep the organisation running. I would also like to acknowledge Mrs Alissa Jamieson for her contributions to both School Council and P&C this year. We are very fortunate to have plenty of volunteers to help when needed for our school events such as Mothers and Fathers' Day stalls, raffles, special canteen days, our Colour Run as well as barbecues to support our school. The P&C has worked tirelessly this year raising funds for a variety of resources across a wide range of program initiatives. Congratulations and thank you to both our School Council and P&C for their ongoing support.

I would like to acknowledge the staff of Maryland Public School (teachers, ancillary and executive). 2017 has been a challenging, demanding but extremely rewarding year. Every challenge has been met with enthusiasm, overwhelming support for, and commitment to our students. The excellent outcomes achieved by our students are a credit to the staff of Maryland Public School. They do truly believe that all students at MPS can be successful.

Annette Van Egmond

Principal

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School background

School vision statement The Maryland Public School vision is to create a learning environment which improves outcomes for all students by catering for individual needs in academic, social, physical and emotional development. The school promotes inclusivity for students and parents.

This vision was based on "The Melbourne Declaration of Educational Goals for Young Australians" (2008).

The Maryland Public School community has reaffirmed its core values which in turn guide planning, policies and procedures.

The Maryland Public School community values: RESPECT, RESPONSIBILITY, EXCELLENCE and SAFETY.

The school motto is SKILLS FOR LIFE.

School context

Maryland is situated in a residential zone between Wallsend and Minmi and draws on a vibrant, family orientated and involved local community. The school is an integral part of the Wallsend Community of Schools, with strong links to Callaghan College Wallsend Campus (CCWC) and the Callaghan Education Pathway (CEP).

The school community takes pride in the variety and depth of learning activities and opportunities available to our students. These include our extensive core academic programs, provisions for gifted and talented students, learning support programs and extra?curricular programs including sports, concert band, dance, technology and access to a variety of competitions. The school has an active and involved School Council that assists with policy development and review, school evaluation and improvement. Our proactive Parents & Citizens Association supports the school in a variety of ways. Endless fundraising, co?coordination of community events and the purchase of much needed resources are just a few priorities for our dedicated volunteers. The 2017 enrolment is 460 students. The school has a mix of cultures, with 9% identifying as Aboriginal and 14% from a non?English speaking background. Maryland Public School also hosts a selective entry Opportunity Class for gifted and talented students as well as a dedicated setting for students with increased support needs. The school has spacious grounds, great facilities and modern classrooms. All classrooms are air conditioned and technology enabled learning centres, as technology is a major focus. School infrastructure includes a large hall, playground equipment, canteen, uniform shop, special programs facilities, dedicated technology lab and large student library. The school takes pride in the variety and depth of learning activities and opportunities available to students. Our students are supported by a safety net of regular screenings and assessments. As a standard practice, students are provided with in class support or enrichment programs wherever a need may exist.

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 external validation. 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. During the external validation process, an independent panel of peer principals considered our evidence and assessment of the school's progress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicate that Maryland Public School is committed to the journey of excellence in the Learning domain. At MPS, staff recognise and celebrate that students represent a variety of backgrounds, bring different experiences, skills and knowledge to school and that our role is to understand and plan rich experiences in order to ensure success for each and every individual. There is a developing culture of ongoing educational aspiration and performance improvement which is highlighted through the increasing use of data, conversations about data sets (amongst students, staff and parents), analysis and planning of "where to next", whilst ensuring that the cognitive, emotional and social wellbeing of students is considered at all times. Teachers have been focusing on what the students already know so that learning is planned for the next steps along the continuum resulting in higher levels of student engagement and outcome achievement. Teachers are collecting and analysing student performance data to inform future teaching and learning and to accurately report to parents about student achievement, strengths and areas for

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future development. Professional learning has resulted in improvements in consistency of teacher judgement and improvements in provision of clear learning intentions and success criteria for students. On external and internal performance measures MPS students on average, consistently achieve expected growth or above. Professional Learning is targeted and aligned with school priorities so that teachers are able to differentiate curriculum delivery to meet the needs of all students. This is enhanced through participation in learning alliances and professional relationships with other schools. Expertise from within the MPS staff is accessed as often as possible for the capacity building of our own professional community. A wide range of extra?curricular activities is on offer at MPS to engage and support student development whilst positive, respectful relationships support student learning and community engagement.

The results of this process indicate that Maryland Public School is committed to the journey of excellence in the Teaching domain. At MPS quality teaching and leadership is underpinned by high levels of professionalism and commitment. Teachers are committed to identifying, understanding and implementing engaging lessons and learning opportunities based on current educational research. Staff continually learn and grow through Professional Learning to improve their skills and thereby increase outcomes for students. Many of the Professional Learning programs undertaken are long?term programs (such as TOWN, TEN, L3, Focus on Reading, Reading Recovery) designed to be implemented over multiple scholastic years in order to achieve lasting improvement. The Professional Learning being undertaken has a clear focus on addressing the needs of students through ongoing assessment, needs analysis and quality differentiated programming. Classrooms at MPS are well managed through consistent Positive Behaviour for Learning (PBL) approaches, based on current evidence, allowing for effective teaching time with minimal disruption. Data is used to inform individual, group and whole school learning goals and progress is monitored closely to ensure continual improvement. Whilst teachers incorporate data analysis in planning for learning, the school leadership team engages the school community in reflecting on student performance data. We work with a model that asks, "What is the data telling me?" and "What do I want to do about it?" Rich conversations result in changed practice to improve performance. Through our documented Performance and Development Framework procedures, there are explicit systems for collaboration and feedback to sustain best teacher practice. Initiatives such as Instructional Rounds, the Numeracy Initiative, Quality Teaching Time and the effective use of our QTSS entitlement ensure there are embedded practices of collaboration, classroom observation and modelling of best practice and feedback to drive and sustain ongoing school improvement. Professional Learning is aligned with school priorities and teachers actively share learning with colleagues and are engaged in planning and evaluating their own professional learning to improve their performance. Alliances with other schools provide additional opportunities for coaching and mentoring support aiding the ongoing development of all staff. Staff at MPS are responsible for maintaining and developing their professional standards.

The results of this process indicate that Maryland Public School is committed to the journey of excellence in the Leading domain. At MPS a commitment to fostering a shared sense of responsibility for student engagement, learning, development and success is highly evident. The school's proactive engagement with parents and the broader community benefits all students and ensures shared understandings about educational provision and school directions. The active engagement of both our P&C and School Council groups, ensure that priorities reflect the broader school community and context. The leadership team has ensured that resource allocation and accountability requirements serve the overarching strategic vision of the school community. A culture of high expectations is developing and this will continue to evolve and be a focus area throughout the next school planning cycle with the ongoing support and engagement of the school community. Ongoing consultation with all stakeholders results in continued shared vision, values and purpose for the school. Feedback informs the school's directions and decisions, and also promotes and generates learning and innovation. Resource allocation is informed by a range of data to strategically and creatively meet and improve a broad range of student outcomes and systemic priorities. Administrative practices at MPS effectively support school operations and the school's core business of teaching and learning. Feedback about school practices, processes, procedures and initiatives is often sought, used to inform and improve the professional effectiveness of all school members. Our community appreciates and acknowledges the effective ways in which we communicate. MPS is committed to strong, strategic and effective leadership.

Our self?assessment and the external validation process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:



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Strategic Direction 1

EXCELLENCE ? Consistently high standards of educational practice are delivered across the school to ensure the best learning opportunities for students.

Purpose

To improve outcomes for all students, through the implementation of the Australian curriculum.

To improve teaching and learning programs to reflect `Best Practice' developed through quality, professional learning for staff aligned with Australian Professional Teaching Standards.

Overall summary of progress

Teachers regularly use student performance data to drive teaching and learning cycles, plan for interventions and guide professional learning needs. Teachers analyse external performance measures such as NAPLAN and PAT and are able to interpret and use student performance data in their planning for learning. Staff engage enthusiastically in professional learning and there is an excellent culture of collaborative learning within the school. Delivery of professional learning is shared amongst staff, with many willing to share their expertise or feedback from external professional learning experiences.

Progress towards achieving improvement measures

Improvement measures (to be achieved over 3 years)

Funds Expended (Resources)

Progress achieved this year

100% of students will be achieving at or above the national minimum standards.

Professional Learning funds for L3 and TEN $3000

Additional Learning and Support Teachers

Additional SLSO time for targeted intervention support.

90% of students in Year 3 and 78% of students in Year 5 are are achieving at or above national minimum standards.

Year 3 Reading increased in the top two bands from 43.3% in 2016 to 49.1% in 2017 (5.8% increase).

Year 3 Numeracy increased in top two bands from 34.3% in 2016 to 44.2% in 2017 (9.9% increase).

Year 5 Reading increased in top two bands from 26.7% in 2016 to 37.3% in 2017 (10.6% increase).

75% of students will, in both Literacy and Mathematics, achieve year appropriate outcomes as measured by continuums.

Literacy/ Numeracy resources $4063

Stage Planning Days for Consistent Teacher Judgement and data informed practice $19,000

Students continue to be plotted on the continuum for literacy and maths.

Five weekly data collections in Reading, Writing and Numeracy enabled ongoing tracking of students resulting in targeted support as required and fluid groupings to meet student needs.

Continuum data indicates that all students have made growth across the year, however, a review of current practice is required in order to gather accurate and consistent percentages of achievement.

75% or more of Aboriginal students and the broader population will meet or exceed Reading Recovery levels: K=6; Y1=16; and Y2=26.

Additional LAST Support 0.3 ($31,234.00)

100% of Aboriginal Kindergarten students and 94% of non?Aboriginal Kindergarten students met or exceeded Reading Recovery level 6. 60% of Aboriginal Year 1 students and 82% of non?Aboriginal Year 1 students met or exceeded Reading Recovery level 16. 33% of Aboriginal Year 2 students and 66% of non?Aboriginal Year 2 students met or exceeded Reading Recovery level 26.

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Progress towards achieving improvement measures

Improvement measures (to be achieved over 3 years)

Growth from Y3 to Y5 and Y5 to Y7 in Literacy and Numeracy to meet or exceed DEC State growth for both Aboriginal students and the broader population.

Funds Expended (Resources)

Progress achieved this year

QTSS allocation to release AP 3 days per week to drive Bump It Up Strategy ? 0.6

Year 5 student average scaled score growth in reading increased from 72.3 in 2016 to 85 in 2017. Students achieving greater than or equal to expected growth increased by 10.8%, from 50.7% in 2016 to 61.5% in 2017.

Year 5 student average scaled score growth in numeracy increased from 86.5 in 2016 to 97.1 in 2017. Students achieving greater than or equal to expected growth increased by 10.8%, from 52%in 2016 to 62.8% in 2017.

Aboriginal students (Year 3 and 5) increased in Reading and Numeracy in the top two bands from 5.88% in 2016 to 21.43% in 2017.

Year 5 Aboriginal students achieving greater than or equal to expected growth in reading and numeracy increased from 40% in 2016 to 50% in 2017.

All teachers (100%) will have their professional learning aligned to the Australian Professional Standards from 25% in 2014 to 100% in 2017.

QTSS allocation for executive release to support team members (0.213 FTE)

Professional Learning funds $26,162.00

In 2017, 100% of staff had a Professional Development Plan (PDP) aligned to the Australian Professional Standards.

A Performance and Development Framework Procedures document was developed in consultation with staff and implemented across the school.

Staff meeting times were allocated to developing Professional Development Plans and completing mid?year and end of year reviews.

Staff were allocated additional time to complete two formal classroom observations across the year.

School Professional Learning aligned to teacher Professional Development Plans.

Next Steps

? A whole school focus on curriculum programs and teaching practices that effectively develop the knowledge, understanding and skills of all students using evidence?based and innovative teaching practices.

? Continue to improve student growth for all students, including equity groups, and implement effective programs that reach or exceed the Premier's Priority and Bump It Up strategy to "increase the number of students in the top two bands by 8% by 2019".

? Build the capacity of staff to develop a more sophisticated understanding and use of student assessment and data literacy concepts (eg. value?added, growth, improvement) through explicit professional development and regular implementation.

? Continue to draw on and implement evidence?based research to improve teacher performance and development.

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Strategic Direction 2 EQUITY ? A learning culture where individual needs are catered for regardless of background, disability or ability.

Purpose

To establish a comprehensive and inclusive framework to support the cognitive, emotional, social, physical and spiritual wellbeing of students, which measurably improves individual and collective wellbeing.

To encourage students to recognise and respect cultural identity and diversity.

Overall summary of progress

Maryland has sustained a learning culture where all students are supported through staff training, community consultation and data informed practice, to drive interventions and teaching programs. The Learning Support Team continues to meet weekly to ensure all students and staff are supported to meet the needs of individual students. All meetings are documented in SENTRAL and class programs reflect the adjustments required.

The school employs an Aboriginal cultural facilitator one day per week. He supports academic, cultural and creative art programs across the school K?6, supporting Aboriginal students and the wider school community by embedding Aboriginal perspectives and understandings. Staff and community have benefited from his expertise and involvement in our school. All Aboriginal students have MGoals and these plans have been developed in consultation with students and families.

Multicultural perspectives have been strengthened through the continued work of the Diversity team. Staff now have access to a variety of shared resources to support collective understanding.

Progress towards achieving improvement measures

Improvement measures (to be achieved over 3 years)

Funds Expended (Resources)

Progress achieved this year

100% of students requiring adjustments for teaching, learning and assessment have appropriate plans in place.

Integration Funding $156,065 used to employ SLSOs.

Equity Funding used to employ additional Learning and Support Teachers, 0.15 FTE = $15,617

Analysis of internal and external student performance data, together with the Nationally Consistent Collection of Data (NCCD), NAPLAN, literacy and numeracy continuums, L3, TEN, TOWN, Reading Recovery and NDIS provider reports have further assisted the Learning Support Team (LST) to drive appropriate individual learning support plans for all students who have additional needs. Students who receive integration funding support continue to have personalised learning support to cater for their individual needs. Student intervention groups (LaST and Bump It Up) are formed with involvement of the LST, Executive, and classroom teachers using internal and external data to support groupings. Groups are monitored regularly and remain fluid to cater for a range of needs.

There will be increased participation in the Aboriginal Education Team and the Diversity Committee, which will meet each term, as compared to 2014.

$16,000 in Aboriginal Equity funding used to employ Aboriginal Cultural Facilitator 1 day per week.

$2000 used to support NAIDOC event and resources for classes.

The Aboriginal Education Team continued to meet regularly throughout the year. The Muloobinbah local AECG along with our Aboriginal Cultural Facilitator also worked with the school to further build connections across the school community.

The school Diversity Team met regularly and was involved in organising a number of events to celebrate diversity within the school community. Across the course of the year the purpose of the Diversity committee was reviewed and it was decided that the focus for the team was about developing universal resources that could be used across the school.

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