Charles Weston School

Annual School Board Report

2017

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This report supports the work being done in the ACT Education Directorate, as outlined in the ‘Education Capital: Leading the Nation Strategic Plan 2014-17’.

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© Australian Capital Territory, Canberra, 2017

Material in this publication may be reproduced provided due acknowledgement is made.

Contents

School Board Chair Report	1

School Context	2

Student Information	2

Student enrolment	2

Student attendance	2

Staff Information	3

Teacher qualifications	3

Workforce composition	3

School Review and Development	4

School Satisfaction	4

Overall Satisfaction	4

Learning and Assessment	6

Performance in Literacy and Numeracy	6

Early years assessment	6

NAPLAN	7

Performance in Other Areas of the Curriculum	7

Financial Summary	9

Professional Learning	10

Voluntary Contributions	10

Reserves	10

Endorsement Page	11

Members of the School Board	11

School Board Chair Report

The Charles Weston School Coombs Board has proudly continued to uphold the community spirit and values that are so unique to our Molonglo Valley region. The interests and wellbeing of our School’s students and staff, their families, and our neighbours drive decisions about community engagement events and programs at Charles Weston.

The Positive Behaviour for Learning (PBL) program has become firmly ingrained in our school’s culture and provides an excellent supportive framework for teachers and students alike. The expectations aligned with PBL at Charles Weston School are well-rounded and encourage a good sense of responsibility for all year levels:

Growth Mindset

Respect

Organisation

Wellbeing

The staff has done an outstanding job of ensuring smooth implementation and effect of the program and the Board is happy to report a 96% compliance score for PBL execution at CWSC in 2017.

As well as the amazing efforts of the teachers and staff at Charles Weston, our parents have contributed a great deal to the school as well this year. The Board is particularly grateful for the continued dedication of the growing P&C Committee; donations of time and resources across various classroom and extracurricular activities; and the generous returns in response to the request for Voluntary Contributions.

The Board offers special thanks to Principal Kate McMahon and the Executive Team who have worked tirelessly throughout the year to assure the best possible learning opportunities and overall wellbeing for our children! Our school continues to grow in its role and capacity as the hub of the Molonglo Valley Community and we are excited to see where this growth takes us!

School Context

Charles Weston School – Coombs is the first school built in the Molonglo Valley, catering for all students from preschool to year 6 who live in the suburbs of Coombs, Wright and Denman Prospect. Since the school’s opening in 2016 enrolments have continued to climb at a steady rate, with our student population growing in 2016 from 136 on opening day through to 264 students at the end of 2017. The diverse school community adds a richness to the evolving school culture with the majority of families speaking a language other than English and over 40 different languages spoken.

Student Information

Student enrolment

In 2017 there were a total of 206 students enrolled at this school.

Table: 2017 Student enrolment

Student type	Number of students
Male	112
Female	94
Aboriginal and Torres Strait Islander	7
LBOTE*	107

*Language Background Other Than English

Source: Planning and Analytics, December 2017

Student attendance

The following table identifies the attendance rate of students by year level during 2017. Student attendance rate is the percentage of school days attended by students in each year level at the school. Student attendance is measured over two school terms; that is from the first day of the school year for students in term 1 to the last day of term 2.

Table: 2017 Attendance rates in percentages

Year level	Attendance rate
K	94.0
1	96.0
2	94.0
3	93.0
4	95.0
5	95.0
6	88.0

Source: Planning and Analytics, December 2017

School attendance is a high priority and the staff work closely with families to provide a safe, inclusive and engaging educational environment that is welcoming and supportive for all. Teachers mark the roll twice daily and notify school leadership if there are recurring or extraordinary unexplained absences. The school leadership team monitor student absences and will invite families in and discuss strategies to support attendance where required. The Student Achievement Team can support teachers and families to personalise attendance plans and provide an integrated service model if appropriate. Student attendance is recorded on each student file at the end of every term.

With a small student population data sets can be significantly impacted by one individual. This is evident in the year 6 attendance rates. Removing the data for one student would significantly improve attendance results for this cohort. As mentioned above the school works with individual families on a case by case basis, employing the support of the Network Student Engagement Team and external providers to offer families in need a range of supports.

Staff Information

Teacher qualifications

All teachers meet the professional requirements for teaching in an ACT public school. The ACT Teacher Quality Institute (TQI) has provided the following data based on teachers registered as at 16 December 2017.

The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate qualification is shown below.

Table: 2017 Qualification of teaching staff in percentages

Qualifications	Proportion of staff
Certificate/ Diploma/ Degree	100
Postgraduate	52

Source: Teacher Quality Institute, 16 December 2017

The staff at CWSC are a highly educated and expert team who continue to pursue opportunities for further learning beyond their initial qualifications.

Workforce composition

The 2017 workforce composition of Charles Weston School Coombs is highlighted in the following table. The data is taken from the school’s term 4 staff report. For reporting purposes it incorporates all school-based staff.

Table: 2017 Workforce composition numbers

Staff employment category	TOTAL
Teaching Staff: Head Count	18
Teaching Staff: Full Time Equivalent Permanent	13.40
Teaching Staff: Full Time Equivalent Temporary	3.60
Non Teaching Staff: Head Count	7
Non Teaching Staff: Full Time Equivalent	6.18

Source: This data is from the school’s term 4 2017 staff report. Data provided in previous years was sourced from the August census date and was calculated using the parameters provided by the ABS. As such, pre-2017 staffing figures may differ significantly from the above.

There are no Aboriginal and Torres Strait Islander staff members at this school.

School Review and Development

In 2017, the ACT Education Directorate’s Strategic Plan 2014-2017 provided the framework and strategic direction for the school’s Strategic Plan. This is supported by the school performance and accountability framework, ‘People, Practice and Performance: School Improvement in Canberra Public Schools, A Framework for Performance and Accountability’. This framework has school improvement at its centre, with the National School Improvement Tool (NSIT) as its core feature, providing support to achieve high standards in student learning, innovation and best practice in ACT public schools.

Prior to 2016 all ACT public schools participated in a four-year cycle of school review and development. In the fourth year schools underwent an external validation process. In 2016 this changed to a five-year cycle with an External School Review at the end.

Charles Weston School Coombs will undertake its first review in 2019.

School Satisfaction

Schools use a range of data collection tools to gain an understanding of the satisfaction levels of their parents and carers, staff and students. In August/ September 2017 the school undertook a survey to gain an understanding of school satisfaction at that time. Staff, parents and students from year 5 and above (with the exception of students in special schools) took part in an online survey.

Overall Satisfaction

In 2017, 93% of parents and carers, 96% of staff, and 95% of students at this school indicated they were satisfied with the education provided by the school.

Included in the survey were 14 national parent survey items and 12 national student survey items. These items were approved by the then Standing Council on School Education and Early Childhood (SCSEEC) for use from 2015. The following tables show the percentage of parents and carers and students who agreed with each of the national items at this school.

A total of 28 staff responded to the survey. Please note that not all responders answered every question.

Table: Proportion of staff in agreement with each national opinion item

National opinion item	Proportion of staff
Teachers at this school expect students to do their best.	100
Teachers at this school provide students with useful feedback about their school work.	100
Teachers at this school treat students fairly.	100
This school is well maintained.	100
Students feel safe at this school.	96
Students at this school can talk to their teachers about their concerns.	100
Parents at this school can talk to teachers about their concerns.	100
Student behaviour is well managed at this school.	88
Students like being at this school.	96
This school looks for ways to improve.	96
This school takes staff opinions seriously.	85
Teachers at this school motivate students to learn.	100
Students’ learning needs are being met at this school.	100
This school works with parents to support students' learning.	100
I receive useful feedback about my work at this school.	73
Staff are well supported at this school.	85

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 87 parents responded to the survey. Please note that not all responders answered every question.

Table: Proportion of parents and carers in agreement with each national opinion item

National opinion item	Proportion of parents and carers
Teachers at this school expect my child to do his or her best.	94
Teachers at this school provide my child with useful feedback about his/her school work.	92
Teachers at this school treat students fairly.	91
This school is well maintained.	98
My child feels safe at this school.	91
I can talk to my child’s teachers about my concerns.	97
Student behaviour is well managed at this school.	78
My child likes being at this school.	94
This school looks for ways to improve.	93
This school takes parents’ opinions seriously.	91
Teachers at this school motivate my child to learn.	93
My child is making good progress at this school.	86
My child's learning needs are being met at this school.	88
This school works with me to support my child's learning.	92

Source: 2017 School Satisfaction Surveys, August/September 2017

A total of 46 students responded to the survey. Please note that not all responders answered every question.

Table: Proportion of students in years 5 to 6 in agreement with each national opinion item

National opinion item	Proportion of students
My teachers expect me to do my best.	96
My teachers provide me with useful feedback about my school work.	91
Teachers at my school treat students fairly.	80
My school is well maintained.	95
I feel safe at my school.	87
I can talk to my teachers about my concerns.	80
Student behaviour is well managed at my school.	56
I like being at my school.	85
My school looks for ways to improve.	85
My school takes students’ opinions seriously.	77
My teachers motivate me to learn.	95
My school gives me opportunities to do interesting things.	84

Source: 2017 School Satisfaction Surveys, August/September 2017

This information can be considered alongside information available on the My School website (http://www.myschool.edu.au).

These results, as well as the continual review of school performance, contributed to the evaluation of our Strategic Plan and the development of Annual Action Plans. The Strategic Plan is available on the school website.

Learning and Assessment

Performance in Literacy and Numeracy

Early years assessment

Students in kindergarten undertake an on-entry assessment of their early reading and numeracy skills using the Performance Indicators in Primary Schools (PIPS) program. Student results are reported against five performance bands at the end of semester 1 and 2.

Table: Charles Weston School PIPS 2017 mean raw scores

Agency	Reading start	Reading end	Mathematics start	Mathematics end
School	55	112	41	54
ACT	51	124	39	55

Source: Planning and Analytics

NAPLAN

Students in years 3, 5, 7 and 9 in all ACT schools participate in the National Assessment Program-Literacy and Numeracy (NAPLAN). This program assesses skills in reading, writing, spelling, grammar and punctuation, and numeracy.

In 2017, 5.00 % of year 3 students and 0.00 % of year 5 students were exempt from testing based on nationally agreed criteria.

Results are not reported when there are fewer than five students with results. This rule is applied for reasons of statistical reliability, as well as to protect the privacy of students in small schools.

The following table shows the 2017 mean scores achieved by our students compared to the ACT.

Table: Charles Weston School 2017 NAPLAN Mean Scores

Test Domain	Year 3 School	Year 3 ACT	Year 5 School	Year 5 ACT
Reading	459	442	516	517
Writing	436	412	499	475
Spelling	444	411	518	494
Grammar & Punctuation	444	441	535	503
Numeracy	451	417	481	496

Source: Planning and Analytics

An analysis of our NAPLAN results can be found when reporting against our priorities.

Performance in Other Areas of the Curriculum

Charles Weston School Coombs offers a wide range of programs including Digital Technologies, STEM, Japanese, The Arts and Physical Education. Additionally students K-6 participate in multiage Passions & Pursuits clubs on a weekly basis. During these sessions they build relationships across the school with different teachers, students and community members whilst sharing common interests such as coding, mosaics, cooking, sewing, chess, dance, movie-making, table tennis and more.

Children can participate in choir (years 2-6) with opportunities to perform at assembly and Limelight, Children (years 3 - 6) also had the option to participate in Dance Nation during semester one. This program culminated in a multischool production at the National Convention Centre. In 2017 the school initiated an instrumental music program (brass band) for students in year 5.

Our year 5/6 students participated in a year long leadership program, iInspire. This program contributed to their student parliament initiatives and played a significant role in the action they took to fundraise and promote awareness of the Abundant Water charity. The students won an ACT Order of Australia Student Citizenship award for their efforts. A number of our students participated in the Minister’s Student Congress with one of our year 6 leaders being elected onto the executive council.

The school continues to place a high priority on preparing students for the digital demands of the future and have embedded Google Apps for Education as a tool to enhance teaching and learning and Seesaw as a tool for parental engagement and feedback. All students across P-6 have access to a wide variety of digital technologies and are developing their skills to communicate and collaborate online.

Students at our school have the opportunity to participate in a range of sporting activities and carnivals. An increasing number of students represented our school at district and ACT level competitions, with one student going on to represent the ACT at a national level for Athletics and Touch Football.

The school entered three teams in the Tournament of Minds competition at ANU and also our first ever team in the RoboCup.

A significant number of students across years 2 - 6 participated in the ICAS with the following results achieved.

Award	English	Mathematics	Science	Digital Technologies	Writing	Spelling
Distinction	4	0	1	2	3	0
Credit	11	3	11	4	2	8
Merit	3	2	2	5	2	8
Participation	17	23	22	10	18	21

Financial Summary

The school has provided the Directorate with an end of year financial statement that was approved by the school board. Further details concerning the statement can be obtained by contacting the school. The following summary covers use of funds for operating costs and does not include expenditure in areas such as permanent salaries, buildings and major maintenance.

Table: Financial Summary

INCOME	January-June	July-December	January-December
Self-management funds	177289.30	137354.80	314644.10
Voluntary contributions	6110.00	813.00	6923.00
Contributions & donations	27.27	0.00	27.27
Subject contributions	3490.00	0.00	3490.00
External income (including community use)	43611.83	36208.53	79820.36
Proceeds from sale of assets	0.00	0.00	0.00
Bank Interest	1602.04	1863.28	3465.32
TOTAL INCOME	232130.44	176239.61	408370.05
EXPENDITURE
Utilities and general overheads	29081.31	38322.56	67403.87
Cleaning	75455.91	63308.85	138764.76
Security	0.00	0.00	0.00
Maintenance	1014.48	4611.50	5625.98
Administration	10030.21	10893.81	20924.02
Staffing	3301.31	-3109.67	191.64
Communication	3536.43	2828.48	6364.91
Assets	13805.54	3526.50	17332.04
Leases	0.00	0.00	0.00
General office expenditure	8497.55	9141.16	17638.71
Educational	46005.44	29566.01	75571.45
Subject consumables	0.00	0.00	0.00
TOTAL EXPENDITURE	190728.18	159089.20	349817.38
OPERATING RESULT	41402.26	17150.41	58552.67
Actual Accumulated Funds	96314.90	101596.08	96596.08
Outstanding commitments (minus)	0.00	0.00	0.00
BALANCE	137717.16	118746.49	155148.75

Professional Learning

The average professional learning expenditure at the school level per full time equivalent teacher was $2220.31.

Voluntary Contributions

The funds listed were used to support the general operations of the school. The spending of voluntary contributions is in line with the approved budget for 2017.

Reserves

Name and Purpose	Amount	Expected Completion
ICT Student Devices 2019	$5000.00	2019

Endorsement Page

Members of the School Board

Parent Representative(s):	Tim Mansfield,	Ben English,	Cherry Bailey.
Teacher Representative(s):	Helen DelGuzzo,	Penny Day
Board Chair:	Tim Mansfield
Principal:	Kate McMahon,	Nicole Nicholson

I approve the report, prepared in accordance with the provision of the ACT Education Act 2004, section 52.

Board Chair Signature:	___________________________	Date:	_____ / _____ / _____

I certify that to the best of my knowledge and belief the data and information reported in this Annual School Board Report represents an accurate record of the school’s operations in 2017.

Principal Signature:	___________________________	Date:	_____ / _____ / _____