PRINCIPAL’S REPORT 2015 Inspiring Excellence with Christ at the Heart www.tls.sa.edu.au
INSPIRING EXCELLENCE WITH CHRIST AT THE HEART TANUNDA LUTHERAN SCHOOL PRINCIPAL’S REPORT 2015 PRINCIPAL DARREN STEVENSON
Contents
1. Contextual information about the school
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2. Teacher standards and qualifications
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3. Workforce composition
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4. Student attendance at school
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5. Student outcomes in Standardised National Literacy and Numeracy Testing
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6. Parent, Student and Teacher Satisfaction
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7. Post school destinations
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8. School income broken down by funding source
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
1. CONTEXTUAL INFORMATION ABOUT THE SCHOOL Tanunda Lutheran School (TLS), situated in the heart of the wine growing district of the Barossa Valley in South Australia, delivers excellence in education for Early Learning Centre (pre-school) to Year 7 students, in a warm, nurturing Christ-centred environment. Our mission ‘Inspiring excellence with Christ at the heart’ details the overarching aims of TLS. Tanunda Lutheran School values community. We consider ourselves as
that cares, nurtures, engages and encourages. Tanunda Lutheran School provides that environment for its students. With a current enrolment of 275, TLS provides a contemporary and future-driven education equipping students with lifelong skills. We recognise and develop individual talents, enabling students to enrich their life journey and contribution to society. TLS develops in students
Children learn best when they are immersed in an environment that cares, nurtures, engages and encourages. a family and ensure that all members of our school family feel welcomed, valued and included. Each child who attends Tanunda Lutheran School is considered its most important asset. Children learn best when they are immersed in an environment
their knowledge of the Christian faith and skills in literacy, numeracy and information technologies. Our curriculum, based on the ACARA Australian Curriculum and the Lutheran Education Australia Christian Studies Curriculum Framework,
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
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has been developed in each of the following Key Learning Areas: Christian Studies, English, Mathematics, Science, HASS (Humanities and Social Sciences), Design and Technology, Health and Physical Education, LOTE (German and Japanese), Business and Economics (years 5-7) and The Arts. The cross-curriculum priorities of Sustainability, Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia’s engagement with Asia are integrated into the curriculum with a particular focus on sustainability through our SOLE program, including nature play. Specialist teachers work in Physical Education, German, Japanese, Performing Arts, Special Education and Gifted and Talented Education. Camps (Year 6 & 7 to Canberra), sporting carnivals and school musicals are integral aspects of our school. Our aim at Tanunda Lutheran School is to develop our students into well rounded citizens, not only academically, but socially, emotionally and spiritually. We instil in our students values such as; love, ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
justice, forgiveness, humility, courage, service, compassion, appreciation, hope and quality. We encourage our students to not only learn about these values, but to live them. Taking a holistic approach to education, a student’s wellbeing and levels of engagement are seen as critical factors in the delivery of a high quality primary school education. Delivery of Christian values and an outstanding academic program is complimented by diverse extra and co-curricular opportunities which enable our students to discover their special interests and talents. Tanunda Lutheran Early Learning Centre (ELC) caters for children aged three and a half to school age. The learning program is informed by educational practices implemented in Reggio Emilia, the Early Years Learning Framework for Australia and the Christian Studies Framework for Australia. We believe learning does not occur in isolation, but rather within relationships between people and places.
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Programming is responsive to the emerging interests and needs of the children. Play is the means through which children find stimulation, wellbeing and happiness and enables them to grow physically, intellectually, emotionally and spiritually. We respect the environment as the third teacher, and as such our Centre is presented in a manner that invites children to take calculated risks, discover, wonder, problem solve, imagine, be creative, share, participate and build connections.
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
Tanunda Lutheran School is highly regarded throughout the Independent Schools Association of South Australia as a leader in innovative primary and early childhood education. Adopting a play based approach to junior primary classrooms, students are engaged in their learning environments and develop independence and a deep love of learning. Transition between the school’s ELC and the junior primary classrooms is smooth and seamless, allowing children to immerse themselves immediately into learning without high levels of anxiety often encountered when children enter a school classroom for the first time. SOLE (Sustainable Outdoor Learning Environments) is another exciting and innovative initiative developed by Tanunda Lutheran School. With a focus on sustainability, outdoor learning and nature play, an outdoor Master Plan has been developed that provides children with a wide variety of opportunities to immerse themselves in the great outdoors. Features include; many garden beds that grow seasonal produce, a nature play inspired playground and fruit orchards. 6
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At the rear of the school you will find 1 ½ acres of redeveloped bushland, named the ‘Bush Block’ that provides endless learning and play opportunities for the students of Tanunda Lutheran School and Early Learning Centre. Features of the Bush Block include; a fire pit, viewing platforms, bird hides, frog ponds and a sheltered area. A 2014 KESAB award for excellence in sustainable education confirms the school’s focus and quality in this area.
PROGRAMS WHICH DIRECTLY IMPROVE STUDENT OUTCOMES: Spiritual Development: • Christian Studies lessons promote spiritual development of students. Curriculum used is the Christian Studies Framework for Lutheran Schools • Group and whole school chapel, devotion and singing that encourage worship as a community • Class visits to local congregations to promote spiritual community • Staff join together regularly for devotions, prayers and bible study • Annual ‘Staff Retreat’ where staff come together to bond and grow together spiritually
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
PROGRAMS WHICH DIRECTLY IMPROVE STUDENT OUTCOMES: Pastoral Care:
• Sponsoring a World Vision child
• Through the position of Pastoral Care Coordinator (PCC), the school facilitates support networks within the school community, such as “Buddy Families” for families of students new to the school and through coordinating volunteer programs such as our “Class Carers”, which promote connectedness of all students and families within the community, and provide pastoral and practical support during times of need and duress.
• Partnership with a Cambodian village ‘Say’, through Australian Lutheran World Service (ALWS). Funds are raised that assist the village build and develop critical infrastructure to improve the quality of life for the villagers.
• PCC also facilitates programmes such as Seasons for Growth and Toolbox Parenting. Additional one-on-one support is provided to students (and their parents) with social issues such as bullying (as victim or perpetrator), friendship issues etc.
• Parents, friends and congregations are invited to attend class led worship times
• Connection of students to needed professional support services is facilitated and ongoing support provided
Special Curriculum Initiatives:
• Pastoral support for all staff members
Community Outreach: • Hosting of work experience students from both Faith Lutheran School and Nuriootpa High School. • Involvement in various town and community events including the Christmas Parade, Carols and Vintage Festival activities • The annual TLS P&F major fundraiser and other social events that promote interaction and fellowship between all members of our community ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
• Through Student Parliament, large amounts of money are raised for a variety of charitable organisations, particularly Australian Lutheran World Service (ALWS)
• Involvement in the annual Tanunda Show through performances and / or exhibits
• Special Education, Reading Recovery, Reading Eggs, and Typequick touch typing • Gifted and Talented Program • Tournament of Minds • Cosmic Cluster Camp • Specialist teachers in Physical Education, Performing Arts, Library and LOTE (German & Japanese) • LAP Tutors / Volunteers • Chess Club • Partnership with NRMB (Natural Resources Management Board) www.tls.sa.edu.au - admin@tls.sa.edu.au - phone: 08 8563 2456
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PROGRAMS WHICH DIRECTLY IMPROVE STUDENT OUTCOMES: • SOLE (Sustainable Outdoor Learning Environments), a sustainability in education initiative developed by Tanunda Lutheran School • Drumbeat program
• Leading Assembly • Journalism Team
Celebratory Assemblies / Worship Activities: • Special Person’s Day • ALWS (Australian Lutheran World Service) Awareness Day
• ‘What’s the Buzz?’ program
• Each class leads worship once per semester
Co-curricular:
• Sharing / Celebrating achievements at fortnightly whole school assemblies
• Sports Day • Swimming Lessons / Carnival • Active SAPSASA involvement and other sporting events with other students around the district
• National Lutheran Schools Week participation • Groups / Companies visiting the school to give performances / presentations
• Premier’s Reading Challenge
Staffing:
• School Choir • School Band
• Teaching staff at Tanunda Lutheran School are committed, passionate, caring and innovative
Student Leadership Opportunities:
• Excellent blend of experience and youth
• Student Leaders Day (Adelaide Convention Centre)
• Strong commitment to professional development
• School Parliament
• Friendly and helpful Ancillary staff
• House Captains
• Talented School Service Officers that support students in many different ways
• Worship Team (co-ordinate worship times) • Attending events / welcoming guests • Laying wreath at ANZAC Day Dawn Service
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• Early Learning Centre staff passionate and committed to outstanding Early Childhood Education • OSHC staff committed to providing fun, reliable out of hours’ care ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
PROGRAMS WHICH INDIRECTLY IMPROVE STUDENT OUTCOMES: Building Communities: • ‘Toolbox Parenting’ • Seasons for Growth • ‘Amazing Me’ Sex Ed Program
Volunteering Opportunities: • LAP (Learning Assistance Program) • Parents and Friends Association • P&F Fundraising Committee
School Governance: • The Tanunda Lutheran School Board is a close-knit, committed group of people who have a strong affiliation with Tanunda Lutheran School • They meet once a month to discuss direction for the school which includes; master planning, strategic planning, ministry and care, buildings and facilities, marketing and overall school health • School Board members bring with them not only a passion for Tanunda Lutheran School, but a wide range of skills that assist in the short and long term planning for school success
Community Use of Facilities: • Multipurpose Hall used by many community groups (church groups, sporting groups, Soroptimists)
• Excursions / Camps • Class Carers
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
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2. TEACHER STANDARDS AND QUALIFICATIONS a) Teacher Qualifications and Credentials All teaching staff at Tanunda Lutheran School hold a current South Australian Teacher Registration which includes a Criminal History Check. All staff has undertaken Valuing Safe Communities training and Responding to Abuse and Neglect training. Below are current teachers’ qualifications: POSITION
NAME
QUALIFICATIONS
Principal Deputy Principal Reception Reception Reception Year 1/2 Year 1/2 Year 1/2 Year 3 Year 3 Year 3/4 Year 4/5 Year 4/5 Year 6/7 Year 6/7 Year 6/7 Language (Japanese) Language (German) Physical Education Special Ed
Darren Stevenson Stephen Gray Sophie Fielke Barbara Watson Francesca Bissex Hannah Lord Cate Madden Annabel Biagi Jo McDonald Michelle Ide Shaun Copeland Carlene Chinner Amy Hughes Judy Minge Kirstie Buckley Heidi Mebberson Fiona Cheung Chris Leske Justine Smart Debbie Blenkiron
Special Ed
Jenny Noll
The Arts ELC Director ELC Teacher ELC Teacher
Celeste Hueppauff Marie Hage Sonya Joseph Nicole Owen
B.T.Prim. / Dip.Th.Ed B.Ed. / B.Bus B.Dev.St / MMEA B.Hlth.Sc / GradDip TL B.Ed (Prim) B.EcEd Dip.T. / B.Ed. Dip.T. B.Sc. / B.Ed. B.Ed. B.Ed. B.Ed. (JPrim) / Dip.Th.Ed B.Ed. (JPrim) Dip.T / Dip.Hort. B.T.Prim. / B.Ed. B.Ed / Dip. Child Care B.Ed B.A. / Grad.Dip.Ed Dip.T. Dip.T. / B.Ed. / Grad. Cert.Ed. Dip.T./B.Spec.Ed./Grad. Dip.Th.Ed B.Ed (Early Childhood) Dip.Ec. B.T.JPrim. B.Ed. / B.A. / Grad.Cert. Th.Ed.
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
STAFFING b) Expenditure and Teacher participation in Professional Learning Activities Teachers at Tanunda Lutheran School are encouraged to engage in a wide variety of professional development opportunities. Listed below are examples of the professional development undertaken by staff in 2015: • Regular internal staff workshops for the purpose of familiarisation with the National Curriculum. • Key teachers attended numerous training and development days for their particular field: • Literacy • Numeracy • LOTE • Indigenous Ed • Christian Studies • Worship • Special Learning Needs • Many teachers attended LSA workshops in order to gain accreditation to teach in Lutheran Schools. • Leadership training. • Annual staff retreat to develop spiritually and professionally.
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
• Internal staff meetings / workshops presented by staff members in fields of: • ICT • Curriculum Development • Science • Reading Recovery Training. • Beginning Teachers Training. • Professional Development opportunities provided by AISSA / LSA or other bodies which include: • Developing Leadership in Early Childhood • Co Coaching for Classroom Improvement • Understanding Autism Spectrum • Tuning in and Reflection • Office 365 Immersion Experience • Thinking and Learning / Gifted Education • Teaching Kids to Stretch • MiniLit • MultiLit • Nature Pedagogy In 2015, Tanunda Lutheran School spent $ 36 614 on teacher professional development.
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3. WORKFORCE COMPOSITION In 2015, the staff at Tanunda Lutheran School was comprised of: • 28 teachers (including Principal and Early Learning Centre) • 13 Ancillary Staff (which includes ICT Specialist, Executive Assistant, Business Manager, Pastoral Care, School Services Officers and Early Childhood Workers) • 6 Grounds / Cleaning Staff There are currently no Indigenous staff working at Tanunda Lutheran School.
4. STUDENT ATTENDANCE AT SCHOOL a) Rates of attendance for the whole school and for each year level The whole school rate of attendance figure for students in 2015 was 93%. The following is a breakdown of the attendance rate for each year level: YEAR LEVEL
ATTENDANCE %
Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7
90% 90% 88% 88% 86% 89% 91% 94%
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
b) Management of Student Absence The attendance of children is governed by the same regulations as those attending DECS (Department of Education and Children’s Services) schools. Parents are asked to notify the school by telephone, email, the school App or with a written note to the teacher if a child is absent. The law requires a reason for each absence to be recorded in the roll book. No child is permitted to leave the school grounds before home time without a note from parents and must also be signed out in the folder provided in the office before leaving. If a pattern of non-attendance forms, the class teacher, parents and principal will meet to discuss the issue and formulate an appropriate course of action to rectify the problem.
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
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5. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING What is NAPLAN? The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7, and 9. All students in these year levels are expected to participate in tests in Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy. All government and non-government education authorities have contributed to the development of NAPLAN materials. Why do students do NAPLAN tests? NAPLAN is the measure through which governments, education authorities, schools, teachers and parents can determine whether or not young Australians are meeting important educational outcomes in literacy and numeracy. The tests provide parents and schools with an understanding of how individual students are performing at the time of the tests. They also provide schools, states and territories with information about how education programs are working and which areas need to be prioritised for improvement. NAPLAN tests are one aspect of the school’s assessment and reporting process, and do not replace the extensive, ongoing assessments made by teachers about each student’s performance.
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
What is tested, and how? NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. The content of each test is informed by the National Statements of Learning for English and Mathematics which underpin state and territory learning frameworks. Questions are multiple-choice or require a short written response. The Writing task requires students to write a persuasive text. Can I see how schools improve over time? Students across Australia take NAPLAN tests in years 3, 5, 7 and 9. With three years of NAPLAN results now available, My School enables parents, educators and members of the community to track school performance over time and focus on what schools are doing that have been successful in achieving gains for their students. How can parents learn more about a school? The performance of students in national tests is just one source of useful information about a school. Important to also take into account is the school’s mission statement, the curriculum on offer, programs, facilities and extra-curricular activities. A link to the school website is provided on the school profile page, so you can learn even more about a school and its community. For more information on NAPLAN testing or the MySchool website go to: www.naplan.edu.au and www.myschool.edu.au Percentage of Tanunda Lutheran School Students At or Above National Minimum Standard Year Level
Reading
Writing
Spelling
Year 3 Year 5 Year7
97 93 100
100 85 95
100 96 90
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
Grammar & Punctuation 100 96 100
Numeracy 100 96 100
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6. PARENT, STUDENT AND TEACHER SATISFACTION WITH THE SCHOOL
Parent Satisfaction
The parent body of Tanunda Lutheran School have unlimited opportunities to provide school management with feedback about their perceptions of the school. Parents can contribute ideas and feedback to school management in a variety of ways: • • • •
Conversing with Principal at any time Parents and Friends Committee School Governing Council Principal Information Sessions (2 per year) • Parent / Principal Interviews
It is of critical importance that a school ensures that it is on a constant journey toward continuous improvement. A key element in reaching that destination is to ask for feedback from key stakeholders. Each year management distributes a comprehensive survey to its families to receive this valuable feedback Following is a snapshot of the responses from the survey: Key areas covered in the survey include: • • • •
Quality of Teaching and Learning Support of Learning Relationships and Communication Leadership and Decision Making
A series of positive statements about the key areas of the school were written for each area with respondents invited to indicate whether they: • Strongly Agree • Agree • Neither Agreed nor Disagreed 16
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• Disagree • Strongly Disagree • Don’t know
We received 79 responses to the survey which provided strong and useful data to interrogate. A summary of average responses within each of the key areas surveyed can be found below: SUMMARY OF RESPONSES Quality of Teaching and Learning Survey statements include:
• I think my child receives high quality teaching at this school • Teachers at this school really want to help my child learn • The school has an excellent learning environment • My child’s teachers make learning interesting and enjoyable • Teachers are enthusiastic in their teaching • My child’s teachers know what my child can do and what he/she needs to learn • My child’s teachers clearly inform me about the learning program • This school has high expectations of its students • I am satisfied with the learning programs offered at my child’s school
Percentage of responses that either Agreed or Strongly Agreed with statements regarding quality of teaching provided - 81.22%
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
SUMMARY OF RESPONSES Support of Learning Survey statements include:
• The school provides a safe and secure environment • Students know how they are expected to behave at school • My child is happy at this school • This school encourages students to have a sense of pride in their achievement • Overall, I am satisfied with the management of facilities at the school • My child has access to quality materials and resources that help him/ her to learn ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
• Students have enough materials and resources for their learning • My child’s teachers provide help and support when it is needed • My child is motivated to learn at this school • My child would receive support for any special needs he / she had • The school has information about other support agencies within the community
Percentage of responses that either Agreed or Strongly Agreed with statements regarding support of learning provided - 81.58%
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SUMMARY OF RESPONSES Relationships and Communication
• The school includes parents and community in decision making
Survey Statements Include:
At the completion of term 1, Parent / Teacher Interviews are conducted. This provides parents with the opportunity to meet with their child’s teacher to discuss the progress of each student. Parents are able to and encouraged to make appointments with their child’s teacher at any stage during the school year.
• I am comfortable about approaching my child’s teachers to talk about his/ her progress • I feel welcome at this school • I am encouraged to be involved in the school in all kinds of ways • I am well informed about school activities • This school assists the development of my child’s personal and social skills • There is a broad variety of communications that inform parents about this school • The staff always listen to what I have to say about my child’s development and needs • I believe that if I have concerns or suggestions, the school would respond appropriately • This school provides opportunities to discuss my child’s progress • I am given opportunities to have a say in matters about this school • I receive helpful information about my child’s progress and achievement • Teachers let me know how well my child is doing
Percentage of responses that either Agreed or Strongly Agreed with statements regarding relationships and communication provided - 84.5% SUMMARY OF RESPONSES Leadership and Decision Making
Twice during the year, the Principal, Darren Stevenson made himself available to the parents via Parent / Principal Interviews. Parents were invited to make a time to meet with the Principal to discuss school related issues. The Principal also encourages the parent body to meet with him at any time throughout the school year. Also twice during the year, the Principal conducted a Principal Information Session. All parents of students attending Tanunda Lutheran School were invited to attend these information sessions in the school’s Harvest Centre (multi-purpose hall). The Principal presented a comprehensive review of the school year and the events and initiatives that had and would occur. At the completion of each presentation parents were invited to ask questions of the Principal, Deputy Principal and Business Manager.
Survey Statements Include:
• This school is well organised • I believe there is effective educational leadership within the school • I have confidence in how the school is managed • Overall, I am satisfied with the school’s planning • I believe there is effective educational leadership within the school • The school is always looking for ways to improve what it does 18
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
Teacher Satisfaction Staff has regular opportunities to contribute to the decision making processes of the school and are provided with regular opportunities to provide feedback and suggestions. Each term the staff has an opportunity to feedback their ideas to the Principal via scheduled staff/principal appointments. At these meetings staff
has the opportunity to feedback to the principal who, in turn asks questions of the staff. Staff was also invited to complete a staff opinion survey. The results of the survey were presented to staff by the Principal with a discussion held about areas of strength and areas for improvement.
Student Satisfaction Students at Tanunda Lutheran School are given many opportunities to provide feedback to the school regarding their overall satisfaction and wellbeing. Some means of gauging student satisfaction are listed below: • Students regularly take part in surveys (e.g. Better Schools Survey) • Senior students are involved in School Parliament, where opinions and ideas are shared • Each class conducts regular class meetings to discuss issues of student welfare and satisfaction • School Leaders are elected each year to represent the student body • Pastoral Care is available to all students • Student grievance procedure is available if and when an issue arises
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
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7. POST SCHOOL DESTINATIONS In 2015, 21 students graduated from year seven. Graduating students usually enrol at either Faith Lutheran School or Nuriootpa High School to begin their year eight studies. The breakdown is as follows: Faith Lutheran School - 17 Nuriootpa High School - 1 Other - 3
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ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
8. SCHOOL INCOME BROKEN DOWN BY FUNDING SOURCE In 2015, the school income and expenditure was broken down as represented in the following graphs: Other teaching costs 5%
Administration 7%
Expenditure 2015
Bank charges and Interest 4%
Facilities and Maintenance 1%
Depreciation 3%
Salaries and On costs 80%
Other Income 6% ELC Income 14%
Income 2015 Fees 26%
Bookroom/Uniform 1%
State Government Grants 10%
Commonwealth Government Grants 43%
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
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INSPIRING EXCELLENCE WITH CHRIST AT THE HEART
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www.tls.sa.edu.au - admin@tls.sa.edu.au - phone: 08 8563 2456
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA
www.tls.sa.edu.au - admin@tls.sa.edu.au - phone: 08 8563 2456
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16 Maria Street, Tanunda 5352 South Australia www.tls.sa.edu.au - admin@tls.sa.edu.au Phone: 08 8563 2456
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www.tls.sa.edu.au - admin@tls.sa.edu.au - phone: 08 8563 2456
ANNUAL REPORT: 2015 SCHOOL PERFORMANCE DATA