2016 Blackalls Park Public School Annual Report · In the domain of Teaching our major focus has...

Blackalls Park Public SchoolAnnual Report

2016

3966

Printed on: 13 April, 2017 of 18 Blackalls Park Public School 3966 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Blackalls Park Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Merrita Jeffrey

Principal

School contact details

Blackalls Park Public SchoolCharles StBlackalls Park, 2283www.blackallpk-p.schools.nsw.edu.aublackallpk-p.school@det.nsw.edu.au4959 1213


Message from the Principal

I would like to congratulate our students and staff on another very successful year of teaching and learning at BlackallsPark Public School. I am very proud of the fact that all our students, regardless of their ability, have been given everypossible opportunity to be challenged, achieve success and feel valued in our school.

Blackalls Park Public School prides itself on being able to offer a wide variety of academic and extra–curricular activitiesfor our students. Our students have had the opportunity to be involved in zone and regional sporting events, performingarts activities such as band and dance, camps and excursions and additional academic pursuits such as public speakingand external competitions.

All our students have been supported by highly dedicated teachers. Our teachers are incredibly committed to thewell–being of all our students. They not only have exceptional talent in the technicalities of teaching, they have enormousenergy and determination. Each of them takes pride in their profession and responsibility for ensuring that our school is awonderful example of holistic primary education. I am very grateful to them for their extraordinary work this year, and soproud to be the principal of a school that has that kind of expertise. A huge thank you to all of you for all that you do – thework that is seen by everyone and the many, many hours of unseen work that you all put in to help make the school sogreat.

I’d like to say a huge thank you to all the parents and community members who have supported our school throughoutthe year, as volunteers, drivers for excursions and of course those in various roles in the P & C who have workedtirelessly to raise funds for our children and supported us in so many other ways. We are indeed fortunate to have sucha dedicated bunch of parents working in the best interest of our school.

Merrita Jeffrey

Principal

Message from the school community

2016 has been another very busy year for the P&C. During the year we have had fundraisers including Mothers’ andFathers’ Day gifts, Easter raffle, pie drive and pizza days. After we installed the rubber soft fall under the play gym wedecided to make a shade covering over the area as our next fundraiser. This year we were able to join our funds withschool funds to purchase a shade sail for the area. Our students now have a fun, sun–safe area to play in year round.

To the canteen volunteers – we couldn’t keep the canteen running without you. If any parents find they have some sparetime and would like to spend a couple of hours in the canteen we would love to have you on the team. Even one day amonth is wonderful. We have lots of fun together and the children really appreciate your support.

Our on–line canteen ordering system is really taking off and parents are finding it very convenient. It means that youknow your child’s order is in on time, you know what they have ordered and you don’t have to waste valuable morningtime searching for change.

As part of our promotion of the healthy kids menu we have again given out points for students who purchase from thehealthy, green menu. Each term there has been a lucky draw of a prize pack for students who have earned 10 greenfood points. The Term 4 promotion will include a major prize of an iPad. Any student who has filled a points card at anytime during 2016 had their card in the draw.

Thank you again to everyone for your support during the year.

Mel Fenton

P&C President


School background

School vision statement

We are a community of learners that inspire, lead and create quality educational experiences. We strive to ensure eachstudent in our care receives the optimal social and academic learning experiences. Students learn in a mutuallyrespectful environment to become responsible and informed citizens for a changing world.

School context

Blackalls Park Public School is located on the western side of Lake Macquarie. The school is a proud member of theToronto Learning community (TLC) of partner schools comprising seven public primary schools and one public highschool. Our links also extend to Mankillikan, our local Aboriginal Educational Consultative Group (AECG).

It has an enrolment of 228 students which includes 22 students who identify as Aboriginal or Torres Strait Islanderdescent. The school has an experiences and dedicated staff and an active and supportive Parents and Citizens'Association (P&C).

The school continues to focus on the quality of student outcomes in literacy, numeracy and engagement and caters for abroad range of activities from performing arts, cultural, leadership, sporting, environmental and academic pursuits.

Specialised literacy programs include Focus on Reading (Years 3–6), Language, learning and Literacy (L3) in EarlyStage 1 and Stage 1, and, Reading Recovery for Year 1. Our numeracy programs include Targeting Early Numeracy(TEN), Count Me In Too (CMIT) and Counting On. The school has many achievements in sport and the performing artsincluding an established school band and dance groups.

The school receives equity funding to support Aboriginal students and students from low socio–economic communities. Our Family Occupation and Economic Index (FOEI) currently sits at a value of 139. The school is proudly supported byL.J. Hooker (Toronto) though its sponsorship of the Act of Kindness program.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Throughout the year the staff reflected on the progress that the school had made by examining the school plan, mappingand evaluating our milestones and gathering evidence to support our reflections.

In the domain of Learning our efforts have primarily focused on learning culture, wellbeing and student performancemeasures. Positive, respectful relationships are evident among students and staff, promoting student wellbeing andensuring good conditions for student learning. The school has in place a comprehensive and inclusive framework tosupport the cognitive, emotional, social, physical and spiritual wellbeing of students, which measurable improvesindividual and collective wellbeing. The school achieves value added results and students are showing expected growthon internal school performance measures.

In the domain of Teaching our major focus has been effective classroom practice, data skills and use, and collaborativepractice. The school leadership team demonstrates instructional leadership, promoting and modelling effective,evidence–based practice. Teacher regularly use student performance data and other student feedback to evaluate theeffectiveness of their own teaching practices. Teachers take responsibility for changes in practice required to achieveimproved school performance and are using data on a regular basis to monitor the effectiveness of their own efforts. Teachers collaborate within and across stages to ensure consistency of curriculum delivery, including strategies fordifferentiation and consistency of teacher judgement.


In the domain of Leading our major focus has been leadership, and school planning, implementation and reporting. Theschool has productive relationships with external agencies, including universities, business, industry ad communityorganisation to improve educational opportunities for students. Staff have purposeful leadership roles based onprofessional expertise. Monitoring, evaluation and review processes are embedded and undertaken routinely.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Quality Student Learning

Purpose

Raising expectations and enhancing the quality of student learning.

Every student in our care to be actively engaged in meaningful, challenging and future focused learning experiences toachieve and thrive as learners, leaders and responsible, productive citizens.

Overall summary of progress

All teachers are involved in ongoing professional learning in literacy and numeracy, including L3 (Literacy, Language andLearning), TEN (Targeting Early Numeracy), Focus on Reading and TOWN (Taking Off With Numeracy). Theseinitiatives have had a significant impact on student learning.

Learning intentions and student personal learning goals are now an important part of every classroom and students aredeveloping a deeper understanding of where their learning is at and what they need to do to move to the next level oflearning.

All students who require learning support to enable them to achieve expected benchmarks have been supported in theclassroom by either an Interventions Teacher, Learning and Support Teacher or a School Learning Support Officer.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

(PLAT) – Students will be activeself–directed learners who areengaged in their learning usingself–assessment matrices thatalign with the NSW syllabus forthe Australian Curriculum withprogress plotted on PLAN usingthe literacy and numeracycontinuums.

During 2016: • Learning intentions continue to be an integral partof every numeracy lesson and students wereinvolved in assessing their work using a rubric. • Learning intentions based on the literacy andnumeracy continuums provide all staff and studentswith a common language for assessment for, of andas learning. • The 'Power Sentence' writing program, developedby Steve Harris, Director Public Schools NSW,provided students with an opportunity for studentsto develop skills to enable them to providepurposeful feedback to one another.

Funding for StrategicDirection #1 is reported inthe 'Other Key Initiatives'section of this report –Socio–economic fundingand Early Action forSuccess.

Every student will be able toverbalise their placement on theliteracy and numeracycontinuums and the stepsnecessary for them toprogress/improve e.g. data wallor assessment rubric.

Early Stage 1 students used a visual data wall.

Stage 1 students used a data wall where studentsset their own learning goals in consultation withtheir teacher.

Stage 2 and 3 students plotted their progress alongthe numeracy continuum and assessed their ownprogress in learning tasks.


Every student will progress alongthe continuum at least at gradeappropriate markers (or as statedin their Individual EducationPlans)

PLAN data showed pleasing growth along thecontinuum for all students.

Students who required additional support to achievebenchmarks were supported by the LearningInterventions Team.


Next Steps


• Teachers and students will continue to develop learning and assessment rubrics. • Increased focus on learning intentions for each lesson, with learning intentions displayed in classrooms and clearly

communicated to students. • Prioritise professional learning in the effective use of data and promoting evidence based teaching practices across

the school.



Quality Teaching and Leadership

Purpose

Build staff capacity through focussed professional learning and development that further enhances a school culturewhere every staff member is engaged in ongoing relevant and evidenced based learning and practice at an individualand collective level.


All staff members have been supported to develop personal plans as part of the Performance and DevelopmentFramework. These plans are aligned with the school plan and priorities and are in line with the Australian ProfessionalStandards for Teachers.

Beginning teachers, both permanent and temporary, have been supported by a mentor to ensure an effective inductionprogram and to support them in the process of accreditation at Proficient level with BOSTES.




100% of eligible teachers willattain Accreditation atProfessional Competence by2017.

During 2016: • One teacher attained Proficient Level • Three teachers continued to maintain theiraccreditation at Proficient Level • Four beginning teachers continued their work toachieve Proficient Level • All beginning teachers were provided withmentoring and support, in line with the GreatTeaching, Inspired Learning initiative.

Beginning teacher program$4,080.73

Professional Learning $12,165

All staff will identify and engagewith personal learning goals aspart of the Performance andDevelopment Framework.

• All teachers engaged in the processes of thePerformance and Development Framework. • All teachers received guidance and support fromthe Principal and Executive to develop, review andreflect on their personal learning goals.

Professional Learning$12,165

Next Steps

• Continue mentoring program into 2017. • School and staff to continue to work towards all staff having accreditation at the level of Proficient by the end of

2017. Professional learning in relation to the accreditation process will be provided for non–accredited staff • Professional support will be provided for teachers to enable them to gain an ongoing understanding of goal

achievement using regular reflection to improve their performance. • Professional learning to be provided for staff to enable them to achieve their learning goals.



Quality Relationships

Purpose

To enhance student learning and well being by further developing current positive relationships within the school and inthe wider educational community.





Move from Level 1 and 2(Involvement/Participation) toLevel 3 (Partnership) on theReflections and Planning Matrixin 5 out of the 7 strands in SchoolCommunity Partnerships.

During 2016: • Parent–teacher interviews were timetabled twiceduring the year (Terms 1 and 3). Parents alsoscheduled face to face interviews following end ofsemester reports. • A number of community programs wereundertaken (SPiNS speech therapy program, BARKProgram with Toronto Library, hearing screenings)with these programs being assessed on the matrixas Level 3 of Working with Community. • Parents took part in a range of educationalactivities, the most noticeable being 'MumsMarvellous Maths Morning' and 'Big Boys atBlackalls'. • To enhance sharing of goals and highexpectations in student learning a groups ofvolunteers successfully completed the PATCHprogram('Parents as Teachers/Classroom Helpers')and went on to support learning in the classroom.

Funding for StrategicDirection #3 is reported inthe 'Other Key Initiatives'section of this report –Socio–economic funding.

Regular Learning Support Teammeetings to monitor and reviewstudent's needs and planningpriorities

• The Learning Support Team met on a weeklybasis. • referrals to the team were made though schoolexecutive and minutes were available to all staff. • The Learning Support Team took an active role inmonitoring student attendance/punctuality andaddressing any issues identified.

Low level funding fordisability $136,897including 1.100 FTELearning and SupportTeacher.

Next Steps

• In 2017 parent interviews will continue in Terms 1 and 3 with 'Report to Parent' from PLAN being used as part ofthese 3 way initiatives.

• Provide training for parents in literacy and numeracy that will enable them to support their child's learning both athome and in the classroom.

• Continue to promote the 'Tell Them From Me' survey with parents. • Promote the school in the community with participation in local programs such as the Toronto Spring Fair, Anzac

Ceremony and Carols by Candlelight.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The school participated in a Toronto LearningCommunity initiative, MGoals, where studentsset goals for living and learning.

Teachers were released from class to engagewith parents and students to develop andthen review individual education plans for allAboriginal students. All participantswelcomed this dedicated time.

Boori Monty Pryor conducted a workshop atthe school enabling all students to engagemeaningfully with Indigenous dance andstories.

Stage 2 and 3 students visited Kurra Kurranto experience and appreciate local history.

A number of students had extra–curricular activities funded, strengthening confidenceand wellbeing.

Students were offered financial assistance toenable them to participate in majorexcursions.

Equity funding of $13,578

Low level adjustment for disability School Learning Support Officers wereemployed to support student learning andparticipation and to undertake studentinterventions at the tier 1 and 2 level. Datacollection and analysis showed that theseprograms were effective in improving studentoutcomes.

Total equity funding of$136,897 which includedstaffing loading of 1.1FTE($102,021) and Learningand Support – Flexiblefunding of $24,674

Socio–economic background Teachers were released to conduct interviewswith parents in both Terms 1 and 3. Writtenreports were issued in Terms 2 and 4 .

Additional teacher time and additional SLSOtime was purchased to extend the tier 1 andtier 2 interventions program within theclassroom.

Literacy and Numeracy resources werepurchased to support student learning.

Additional laptop computers were purchasedto upgrade classrooms ensuring that studentshave increased access to computertechnology and skills.

Provision of a part time computer teacher tofacilitate team teaching and the developmentof students computer technology skills.

Staff were released for professional learningand discussions relating to the assessment ofstudent writing tasks and TOWN (Taking OffWith Numeracy). Teachers rated the days ashighly valuable in facilitating consistentteacher judgement and collegial discussion inregards to assessment and future learning.

Provision of program development andsharing days for staff to facilitate consistent

Total equity funding of$181,495 which includedstaffing loading of 0.3FTE($30,606) and equityflexible funding of$150,888.


Socio–economic background teaching and learning programs leading to theenhancement of teaching and learning.

Data analysis was improved with theprovision of teacher time to review PLAN andPLAT data.

Sporting and extra–curricular activities weresupported by providing teacher support andstudent financial assistance. (Sportingschools program, Intensive swimming,Dance)

Student financial assistance was provided foruniforms and to enable all students to accessexcursions and school programs, therebyenhancing student well–being.

Total equity funding of$181,495 which includedstaffing loading of 0.3FTE($30,606) and equityflexible funding of$150,888.

Support for beginning teachers A (permanent)beginning teacher wasprovided with additional release equivalent to1 hour RFF. The support will continue intoTerm 1 2017.

The school also funded additional RFF timefor (temporary) beginning teachers. Thissupport reduced the teaching load andsupported the teachers in their early career.

Great Teaching, InspiredLearning funding of$4080.73

Early Action for Success K–2 staff trained in L3

Two staff members trained as TEN Trainers

Staffing entitlement of1.0FTE Instructional Leader(Deputy Principal level),0.84 FTE Interventionsteacher ($95,187)

Innovations grant $4,899

Training grant $16,000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 109 106 109 113

Girls 114 109 104 111

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.5 96.1 96.2 92.9

1 95.2 93.6 93.4 93.3

2 94.1 96.2 95.5 93.5

3 94.8 91.7 96.3 94.2

4 94.3 93.5 93.4 94.4

5 94.6 94.2 90.3 93.8

6 94.1 92.8 94.2 92.5

All Years 94.7 94 94.2 93.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Class sizes

Class Total

KA 19

K-1N 20

1-2A 22

1WB 22

2-3F 25

3-4M 26

4-5H 28

4-5S 27

6WB 27

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 7.78

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.1

Teacher Librarian 0.6

School Administration & SupportStaff

2.42

Other Positions 0.38

*Full Time Equivalent

At Blackalls Park Public School one staff memberidentifies as a proud descendant of the Ywaalaraaypeople.

Workforce retention

2016 saw a number of staff changes: • Mrs Annette Blatchford retired after many years

dedicated service as our teacher librarian. • Mrs Lynette Adam earned a certificate for 30

years service to the students of NSW.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.


Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 20

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

The school's budget and financial position aremonitored by the budget committee, consisting of thePrincipal, School executive and Adminstrative Manger.The thanks of the budget committee must go to MrRohan Mason for his dedication to ensuring theaccuracy and effectiveness of the school's budget andfinancial position on a day to day basis.

The school canteen is run by the P&C. No voluntarycontributions are collected by the school

Income $

Balance brought forward 265 019.43

Global funds 85 422.26

Tied funds 203 772.10

School & community sources 24 719.84

Interest 3 383.62

Trust receipts 20 900.60

Canteen 0.00

Total income 603 217.85

Expenditure

Teaching & learning

Key learning areas 569.20

Excursions 2 620.14

Extracurricular dissections 12 450.79

Library 1 809.13

Training & development 3 355.68

Tied funds 166 689.80

Short term relief 12 393.17

Administration & office 28 456.16

School-operated canteen 0.00

Utilities 14 901.31

Maintenance 21 627.99

Trust accounts 20 900.60

Capital programs 4 500.00

Total expenditure 290 273.97

Balance carried forward 312 943.88

The information provided in the financial summaryincludes reporting from 14 June 2016 to 31 December2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 664 360.46

(2a) Appropriation 582 183.24

(2b) Sale of Goods andServices

1 416.40

(2c) Grants and Contributions 79 564.85

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 195.97

Expenses -360 306.24

Recurrent Expenses -360 306.24

(3a) Employee Related -184 060.31

(3b) Operating Expenses -176 245.93

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

304 054.22

Balance Carried Forward 304 054.22

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 1 574 691.00

Base Per Capita 11 479.71

Base Location 0.00

Other Base 1 563 211.30

Equity Total 334 360.37

Equity Aboriginal 15 968.65

Equity Socio economic 181 494.76

Equity Language 0.00

Equity Disability 136 896.97

Targeted Total 48 709.99

Other Total 53 660.44

Grand Total 2 011 421.81

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

School-based assessment

Students and teachers in K–2 were supported by theEarly Action for Success initiative. The programprovided the school with staffing resources of anInstructional Leader (1.0FTE) and an InterventionsTeacher (0.8FTE)

Data was collected that showed the cluster levelsachieved by all students in Kindergarten, Year 1 andYear 2 as recorded on the literacy and numeracycontinuums. Data was closely monitored by theschool's Instructional Leader as part of the Early Actionfor Success program monitoring. Expected level ofachievement is indicated.

Data reported is for 28 students in Kindergarten, 38 inYear 1 and 35 in Year 2.

In reading the expected level for Kindergarten iscluster 4, for Year 1 cluster 6 and for Year 2 cluster 8. In Kindergarten 23 students achieved the expectedlevel. In Year 1, 24 students achieved expected leveland 13 students exceeded cluster 6. In Year 2 24students achieved cluster 8, with 7 students achievingbeyond this level.

In writing the expected level for Kindergarten is cluster4 for Year 1 cluster 6 and Year 2 cluster 8. InKindergarten 22 students achieved the expected levelwith one student working beyond the level. In Year 1 30students achieved cluster 6 with 7 students achievingbeyond this level.

In comprehension 23 Kindergarten students achievedcluster 4.In Year 1 27students achieved cluster 6 with


the remaining 11 students working beyond that level. There were 24 students working at cluster 8 with 5students working beyond the cluster level.

Numeracy achievement is recorded against the EarlyArithmetic Strategies section of the continuum,. Expected level for Kindergarten is perceptual, for Year1 figurative and Year 2 counting on and back. Therewere22 Kindergarten students working atperceptual level with 5 working beyond this at figurativelevel. All Year 1 students achieved expected levels with22 students working beyond expected level. In Year 213 students were assessed as working at counting onand back with 17 working at facile level.

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills and understandings demonstrated in these assessments.

Year 3 – 25 students sat for the NAPLAN literacy tests. No students were absent, exempt or withdrawn fromthe tests.

Year 5 – 33 (out of 35) students sat for the NAPLANliteracy tests. No students were absent or exempt fromthe tests. Two students were withdrawn by parentsfrom the test.


Year 3 – 25 students sat for the NAPLAN numeracytests. No students were absent, exempt or withdrawnfrom the tests.

Year 5 – 33 (out of 35) students sat for theNAPLAN numeracy tests. No students were absent orexempt from the tests. Two students were withdrawnby parents from the test.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Their responses are presented below.

Students from Years 4, 5 and 6 completed the 'TellThem from Me – Part 1' survey in March and the 'TellThem from Me – Part 2' survey in September 2016. The student survey measures 20 indicators based onthe most recent research on school and classroomeffectiveness.

In aspects of social–emotional outcomes our studentsreported: • a high rate of participation in sports (85%) and

extra–curricular activities (78%) compared toNSW norms of 83% and 55% respectively.

• that they have friends at school who they cantrust and who encourage them to make positivechoices.

• that they do not get into trouble at school fordisruptive or inappropriate behaviour (84%)

• lower than NSW average scores for positivehomework behaviours. Only 38% reported thatthey do their homework for their class with a


positive attitude and in a timely manner. • that they try hard to succeed in their learning

(84%) • trying hard to succeed in their learning (84%) • that there are clear rules and expectations for

classroom behaviour and that they understoodthese rules and that teacher maintain highexpectation that they can follow (6.8 out of 10)

• that they expected to go to University when theyfinish high school (54%)

Teachers completed the "Focus on Learning" teacherSurvey Report in September 2016. The surveymeasured eight drivers of student learning andfour dimensions of classroom and school practices. The research on classroom and school effectivenesshas consistently shown these factors to be strongcorrelates of student achievement. Staff rated theareas that drive student learning as: • leadership as 8.2 out of 10 (NSW state average

7.1); • collaboration as 8.0 (NSW state average 7.8) • learning culture 7.7 (NSW state average 8.0) • data informas pactice 7.4 (NSW state average

7.8) • teaching strategies 7.5 (NSW state average 7.9) • technology 7.1 (NSW state average 6.7) • inclusive school 7.8 (NSW state average 8.2) • parent involvement 6.7 (NSW state average 6.8)

Teachers rated the dimensions of classroom andschool practices as: • challenging and visible goals as 7.6 out of 10

(NSW state average 7.5) • planned learning opportunities 7.8 (NSW state

average 7.6) • quality feedback 7.2 (NSW state average 7.3) • overcoming obstacles to learning 7.6 (NSW state

average 7.7)A small number of parents took the opportunity toparticipate in the "Partners in Learning" Parent Survey. The survey includes seven separate measures, whichwere scored on a ten–point scale. A score of 0indicates strong disagreement; 10 indicates strongagreement; 5 is a neutral position. For six of the seven categories our scores were above NSW average.

• parents feel welcome 8.3 (NSW state average7.3)

• parents are informed 7.6 (NSW state average 6.5) • parents support learning at home 6.1 (NSW state

average 6.4) • support for learning at school 7.9 (NSW state

average 7.2) • support for positive behaviour 8.6 (NSW state

average 7.7) • safety at school 8.3 (NSW state average 7.3) • inclusion at school 8.1 (NSW state average 6.6)

Policy requirements

Aboriginal education

During the year the school worked to further developand sustain its positive and inclusive school culture. In

partnership with parents Personalised Learning Planswere developed for Aboriginal students to ensureparticipation and engagement in learning and improvedlearning outcomes for students. Learning outcomes inboth literacy and numeracy were closely monitored forthese students, both as part of their PLP and as part ofa quality teaching and learning classroom. as part ofthe Toronto Learning Community the school workedwith Mankillikan AECG and Toronto High School toensure an effective transition for Year 6 students.

MGoals is an on–line initiative that supports Aboriginalculture and education in the local Mankillikancommunity. The school is working with MankillikanAECG and Toronto Learning Community to develop ourMGoals site which will support student learning andengagement.

Multicultural and anti-racism education

The school recognises the need to focus onmulticultural education as part of all curriculum areas. This ensure that our students develop the skills,knowledge and attitudes required to be part of aculturally diverse society. Multicultural perspectivesare embedded across all key learning areas.

The school had a teacher trained in the role of ARCO(Anti Racism Contact Officer). There were no incidentsto deal with in 2016.


2016 Blackalls Park Public School Annual Report · In the domain of Teaching our major focus has...

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Transcript of 2016 Blackalls Park Public School Annual Report · In the domain of Teaching our major focus has...