2019 Bennett Road Public School Annual Report · 2020. 6. 1. · Bennett Road Public School is...

Bennett Road Public School2019 Annual Report

4285

Printed on: 1 June, 2020 of 25 Bennett Road Public School 4285 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Bennett Road 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.

School contact details

Bennett Road Public School100-114 Bennett RdColyton, 2760www.bennettrd-p.schools.nsw.edu.aubennettrd-p.school@det.nsw.edu.au9623 2018


School background

School vision statement

Bennett Road Public School is committed to delivering a whole school approach to personalised, evidence–basedteaching methods that optimise learning progress for all students embedding a culture of high expectations. Our schoolstrives to create positive, inclusive student centred learning environments that engage, motivate and celebrate studentsuccess, achievement and wellbeing.

School context

Bennett Road Public School is situated within the Eastern Creek group of schools. The school has an enrolment of 584students including 13% who identify as Aboriginal and Torres Strait Islander and a further 30% from backgrounds whereEnglish is an additional language or dialect. There are 21 mainstream classes and three fully integrated Support Unitclasses.

Bennett Road PS has a strong Literacy and Numeracy focus and is part of the Early Action for Success initiative. Ourteachers are provided with professional learning experiences that focus on personalised learning that is highlyresponsive to the individual differences and needs of students. Instructional Leaders, executive and aspiring leaderswork alongside teachers to form collegial partnerships to develop knowledge and pedagogical practices that deliver highquality teaching and learning for all students.

The ideals of the Positive Behaviour for Learning philosophy are embedded across the whole school. Students and thecommunity engage with the expectations and practices of being Safe, Respectful, Learners. Student expectations areexplicitly taught and linked to the school motto of 'Respect for All' which encourages them to 'Move to Success'. Theexpansive playground offers wide ranging opportunities for all students to engage in developing positive peer relations.The COLAs provide shaded areas for passive play activities including Peer Play and Social Skills programs as well asopportunities for students to participate in handball, netball, volleyball, touch football, soccer and cricket activities.

Building authentic partnerships to engage the whole school community in the life of the school has a strong focus withinthe school. This is particularly evident through significant representation of parent and carers at all school eventsincluding assemblies, ceremonies and celebrations. The Parent and Citizen Association plays a dynamic and supportiverole within the school community. It has been actively involved in the development and ongoing evaluation of the SchoolPlan.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Excelling

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Excelling

TEACHING: Data skills and use Excelling

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Excelling

LEADING: Management practices and processes Excelling

Learning Domain

In Learning Culture there is a culture of high expectations that is demonstrated across the whole school. We utiliseSee–Saw to ensure strong links with our school community and our parents appreciate this. Goal setting meetings andparent teacher conferences allow the learning partnership between teacher, parent and student to flourish. Wellbeing isa focus at Bennett Road. We have Tier two interventions which encapsulate the diverse needs of our students. The staffshow genuine concern for their students and when necessary, utilise the numerous programs we manage within theschool for students at risk. Our PBL data is reviewed regularly ensuring timely responses to patterns of behaviour. Staffutilise Sentral to streamline the monitoring of student wellbeing. Evidence supports we are close to excelling inCurriculum across the whole school. Teachers are supported by the Instructional Leaders in Numeracy and Literacy toanalyse five weekly data collections. Collaboratively teachers analyse data, moderate and plan a differentiated unit ofwork specifically addressing student needs. A continued focus will be strengthening the continuity Kindergarten to StageThree. In the area of Assessment, evidence supports a judgement of excelling. Staff have focused on students abilities toarticulate their learning to demonstrate understanding of concepts. Individualised Student Learning Goals engagestudents with their learning and map their steps to continued success. The development and use of marking rubricsallows for consistency across the school. The use of Sentral for Reporting allows for a streamlined system to createpersonalised comprehensive academic reports. IEP's have been formulated and stored on Sentral to allow an easilyaccessible platform for all staff to access. In Student Performance we will continue to use whole stage collaboration


time to carefully monitor student 5 weekly data sets. Instructional Leaders will support teaching staff to make consistentteacher judgements around student assessment and continue to strengthen the consistency of our internal assessmentmeasures against external assessment measures, against syllabus standards.

Teaching Domain

Effective Classroom Practice at Bennett Road is excelling due to the accomplishments of the Early Acton for Successprogram and the guidance of the Instructional Leaders. A five weekly cycle is used to teach and assess. Staff collectwork samples and data to review their class progress. The Coaching and Mentoring is continuing to build staff capacity inanalysing data, collecting evidence and providing quality feedback. Teaching practice has improved and there has beenan increase in collaborative planning and moderation. In Data skills and Use Bennett Road continues to excel. Thefocus on bump it up walls using the progressions has seen data and consistent teacher judgement leading all teachingpractice. The continued use of See–Saw is highly valued by parents as demonstrated by Tell Them From Me. Stageteams showcased abilities by presenting best teaching practice supported by data to the whole staff. We also worked aspart of the Colyton Learning Community to achieve consistent teacher judgement with neighbouring schools. InProfessional Standards evidence supports an overall judgement of sustaining and growing with a focus to continue torefine the PDP process with clear links to the Teaching Standards outlined by the Australian Institute for Teaching andSchool Leadership. As a school we are excelling in Learning and Development. We have increased moderationbetween stages and an improved handover at the conclusion of the year. We have exemplary systems which aresustainable and well established K–6.

Leading Domain

In Educational Leadership, Bennett Road is committed to building the capacity of all staff. Innovative scheduling ofresources and release from face to face teaching time allowed for large Stage Teams to meet fortnightly. Thiscollaborative time enabled staff to set individual targets for students whilst ensuring consistency of expectations acrossthe stage. Coaching and mentoring continued to be progressed across the school following its success in 2018, proving itto be a sustainable and effective model. The continuation of implementing a distributive leadership model has furtheredthe perusal of excellence in this field. In School Planning, Implementation and Reporting Bennett Road has proudlymodelled teaching and learning practices to other schools. The leadership team works with staff to ensure the strategicdirections of the school plan are effectively implemented to ensure continuity of best practice across the school. All staffare included in the processes of the implementation and reviewing of the school plan to allow for a consistent approach.In School Resources the school continues to excel. The Business Manager has continued efficient financial practiceswithin the school to ensure staff and facilities are used to full potential. The TSO and staff with technology interests haveimplemented, across all classes, greater use of the technology available. Students have more access and variety intechnology. In Management Practices and Processes we have continued to excel due to greater use of SENTRAL andprofessional development in the features available. We have used technology to improve our surveying capabilities andgive the community a voice. We analyse feedback gained from the community to ensure we can continue to excel incommunity satisfaction.


Strategic Direction 1

Active, Engaged Students

Purpose

To develop a student centred learning environment that inspires all students to be motivated, respectful learners whocontribute positively to the school community.

Improvement Measures

15% reduction in playground referrals and 10% in classrooms based on PBL data.

There is a cultural change where student voice K–6 is highly encouraged and valued and is central to the schoolplanning and development process.

The school community contributes positively and values the educational provisions for all students.

Overall summary of progress

In 2019, there were several additions to the school to increase student engagement within the classroom and in theplayground.

Supportive structures such as Passive Recess Play and a Stage Two Social Skills Program were introduced as Tier 2interventions. This reduced the number of negative playground incidents by 25%.

Student voice was enhanced through SRC meetings and student leadership roles were encouraged across the schoolK–6.

A Multicultural Day was introduced to strengthen community partnerships.

Staff were provided with professional learning on uploading student work samples to See–Saw, allowing for students toarticulate their learning with their parents and increase celebrations of student successes.

Parents were given an opportunity to provide feedback on school operations, communication and processes. This was avaluable tool as it gave school staff an opportunity to utilise parent voice to inform future direction.

Progress towards achieving improvement measures

Process 1: Consistent, Student Centred Whole School Wellbeing Framework

Whole school processes

Engaging Playground

Tier 2 Interventions

Evaluation Funds Expended(Resources)

The majority of students received their Lime Brumby certificates in Term 4.reduction in PBL data for classroom disrespect.

All staff completed professional learning on the schools PBL processes whichdeveloped consistent across whole.

As a result we have more active roles within PBL team with PBL teamfollowing a distributive leadership model.

Students enjoyed activities and benefit from the social skills sport.

All equipment supplied and in all classrooms

$6300– Rewards activity organised byteachers using school funds

$10,200– Ongoing PBL lessons onrespect. Revisiting Safe, Respectful,Learner expectations daily. Positivereward systems in place school wide.Communication between all staff.

$20,000– Chaplaincy Program

$27, 500– Relationships Australia



Further decrease on playground behaviours for targeted student.

PBL Team meeting minutes, agendas and Sentral data

Process 2: Inspired Student Leadership Project

Student Leadership

Student Led Initiatives

Student Voice


The survey revealed that 95% of students enjoyed all rewards days and feltthey had an active voice within the school.

All students have individualised learning goals and we had increased parentengaged in three way gaol setting interviews. 10% increased parentalinvolvement.

$200– SRC to conduct survey with inthe school with the support ofteachers.

$15,000– Livin' Deadly

Process 3: Connected Community Project

Promoting and Celebrating Student Achievement

Partners in Learning


– The Fusion Families course was successful by:

* connecting parents with other parents in their school hub

* provided a safe place to discuss challenges of being a parent

* Equipped parents with tools to better overcome the challenges at home andconnecting with their children.

* Community and Coffee provided a relaxed and inclusive environment forparents and community members to engage in conversation with localprograms and gave them an opportunity to engage with the school Chaplain.

As results parents received important information regarding their child andteachers and parents established a relationship.

The Survey provided a great insight into parents thoughts on a number oftopics that were related to education, community involvement andunderstanding of student and family wellbeing. We were able to go throughthe results and it gave the school an opportunity to reflect on the responses.

$1607.50– Fusion families Course

$1000– Survey including:

– $500–Time to prepare questions andadminister survey.

– $500–Prizes for raffle – Parents incentive tocomplete survey

$300– Community Coffee Vancontribution



Excellence in Teaching

Purpose

To create a school culture that promotes excellence in teaching, underpinned by high expectations that are responsive,relevant and dynamic to meet the diverse needs of the learning community.


School performance valued added growth across Years K–3 and 3–5 is above the average value added for all schoolsin the state.

An average gain increase of 7% of students achieving in the Top Two NAPLAN Bands in Years 3 and 5 for Literacyand Numeracy based on 2014–2017 data.

Students use a variety of sources to articulate their learning targets in Mathematics and English.


In 2019 we aimed to implement instructional leadership practices through targeted professional learning and theconsistent collection, analysis and use of student data.

We have been participating in ongoing data conversations using evidence to create responsive, personalised teachingand learning programs and assess student achievement.

We have implemented coaching and mentoring structures on continued improvement of student outcomes andprofessional development of teachers.

All staff have been supported to utilise CTJ moderation to align assessment evaluation and support reporting.

Staff have been provided with professional learning on the Progressions.

Impact:

Students– Highly engaged students who can articulate their learning goals in literacy and numeracy and are achievingexpected stage outcomes.

Staff– Increased professional content and pedagogical knowledge, data informed planning in literacy and numeracy,seeking targeted professional learning, working collaboratively, visible learning strategies including learning intentionsand success criteria being used in all lessons, high expectations for all students.

Community– learning engaged parents and carer's who work in partnership with teachers to meet learning goals andtargets.


Process 1: K–2 EA4S • Instructional leadership literacy and numeracy • Ongoing targeted professional learning • Consistent collection and use of data to inform practice


Implemented coaching and mentoring booking systems to support teacherdevelopment in literacy and numeracy. Created a collaborative planning,teaching and assessment school culture with high levels of school efficacy.

Stage planning sessions were implemented each fortnight allowingopportunities for ongoing targeted professional learning developing highlyskilled and knowledgeable teachers. Planned opportunities for teachers todevelop consistency of teaching practice across K–6 through coaching and

$7859– Reading resources purchasedK–2

$5000– Planning days– casualteachers employed to support staffrelease.



mentoring structures.

Assessment and reporting procedures strengthened through consistency ofteacher judgement and moderation procedures.

Process 2: High quality evidenced based teaching practices • School Wide Coaching and Mentoring • Personalised teaching and learning programs • Targeted Professional development • Student articulation of learning • Integrated Technology


Implemented coaching and mentoring booking systems to support teacherdevelopment in literacy and numeracy. Created a collaborative planning,teaching and assessment school culture with high levels of school efficacy.

Teachers K–6 use 5 weekly data to collaboratively plan differentiated learningtargets in Writing

Teachers K–4 use 5 weekly data to collaboratively plan differentiated learningtargets in Number

Data talks with IL's. teachers and support staff including interventionists todevelop responsive and targeted teaching and learning programs

Implemented an action based learning project with Dr Simon Breakspeararound cycles of inquiry and learning sprints developing stage team leaders

Targeted professional learning differentiated to meet teacher areas ofimprovement to further develop teacher pedagogy in literacy and numeracyK–6

Students use a variety of sources to articulate their learning targets in literacyand numeracy

Teachers utilized prowise software applications to deliver daily lessons inEnglish and Mathematics

$3500– TPL Simon Breakspearconferences

$600– EA4S roadshows

$5,000– Targeted differentiatedprofessional learning

Process 3: Consistent Whole school Assessment and Reporting procedures • Data collection, conversations and use (CTJ and moderation) • Consistent whole school reporting procedures • Educationally Connected Community


Assessment and reporting procedures strengthened through consistency ofteacher judgement and moderation procedures.

5 weekly data collected and monitored for literacy and numeracy

Moderation meetings held every 5 weeks in response to data

Data talks established with IL, teachers and support teachers

PLAN2 targets established K–6 and entered each term

Whole school assessment and reporting schedule implemented for literacyand numeracy

Instructional leaders supported consistency of teacher judgement in using theA–E reporting scale to inform parents of student progress and achievement

$20,000– Casual relief to releaseteachers to work with IL's

$121,000– SISA planning time tosupport targeted professionaldevelopment



Students articulated their learning targets for literacy and numeracy throughgoal setting 3 way meetings to educationally connect their parents to theirlearning and achievement.



Inspired Leadership

Purpose

To create a school culture that values and enables distributed instructional leadership resulting in sustainable andmeasurable whole school improvements.


A culture of collective efficacy is established through increased distributive instructional leadership which is highlyevident and enables staff to engage in purposeful leadership roles to develop, build and sustain school culture.

The community is connected to the school; their children’s learning and actively participates and values the work of theschool fostering community leadership and empowerment.


2019 commenced with the executive team implementing the concept of Distributive Leadership. Our Principal Mentorcontinued to be employed to coach the executive team through ongoing professional learning and readings throughoutthe year. Distributive Leadership processes were implemented across the school to afford every staff member theopportunity to lead and also contribute to building the capacity of others.

A Coaching and Mentoring timetable continued to be implemented for 9 hours a week for staff to seek personalizedprofessional learning to build their capacity.

Stage teams were given 2 hours of collaborative time once per fortnight whilst students attended their SISA (Sports inSchools Association). Instructional Leaders and Assistant Principals were able to lead sessions in Consistent TeacherJudgement, the moderation of assessment tasks and the setting of student learning goals.

Whole stage data analysis practices continued. Each stage team had the opportunity to present their data to theexecutive team and whole staff, allowing for valuable skill sharing and the celebration of each stage team's successes.

A TSO continued to be employed and a SAO to utilise the social media platforms, as well as whole school technology.

Employment of a Community Liaison Officer to increase community partnerships.


Process 1: Instructional Leadership

Distributive leadership

Coaching and Mentoring

Leading Data conversations


Processes are now well established to create a school culture that valuesand enables distributed instructional leadership.

All staff can access Coaching and Mentoring time through the weeklytimetable. This allows staff to access a mentor and upskill themselves in achosen area. This may be to achieve a PDP goal or utilise the expertise ofanother staff member.

Expertise built across school and staff capacity increased.

All staff have opportunity to take a leadership role.

$10,000– Coaching and Mentoringtimetable



Sustainable model

SISA time utilised to allow stage collaboration time. Consistency of TeacherJudgement / moderation of student work samples.

Process 2: Performance Management and Development

Personalised Professional Learning

Stage and Data Analysis and Celebrations

School Wide Evaluations


Stage data sharing and celebrations to continue in 2020. Staff areas ofexpertise to be continuously highlighted.

PL to be organised in response to staff survey.

Staff have communicated that they would like further PL on personalisedlearning and LST systems and processes.

Process 3: Community Engagement

Community Partnerships

Parent engagement and satisfaction


Community satisfaction was sought through a parent survey. A high numberof parents responded and staff analysed the results to inform milestones for2020. Most parents communicated a high level of satisfaction with schoolperformance, operations and communication.

$500 in prizes to boost parentengagement


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $72,737 We hired a part time AEO and the Livin'Deadly cultural program.

English language proficiency $76,224 All staff received PL from our EALD teacherto support English language proficiency inyears K–6.

Low level adjustment for disability $309,082 Our LST has been restructured and there isfurther work to do in 2020.

Quality Teaching, SuccessfulStudents (QTSS)

$99,353 Teacher capacity has been built.

Socio–economic background $823,241 .The school community contributes positivelyand values the educational provisions for allstudents.

Support for beginning teachers $42, 390 Beginning teachers are mentored andsupported to build their capacity. We utiliseour Distributive Leadership model toencourage staff members to mentor our earlycareer teacher.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 283 264 292 315

Girls 243 239 275 279

Student attendance profile

School

Year 2016 2017 2018 2019

K 92.8 91.5 92.3 89.8

1 92.3 92.7 92.5 90.1

2 91.9 93.9 92.3 91.9

3 92.3 92.2 92.9 89.9

4 93.2 91.3 91.1 91.6

5 91.2 91.8 89.8 89.2

6 92.5 89.7 89.8 89.2

All Years 92.3 91.9 91.6 90.2

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 22.61

Teacher of Reading Recovery 0.95

Learning and Support Teacher(s) 2

Teacher Librarian 1

Teacher ESL 0.4

School Counsellor 1

School Administration and Support Staff 8.06

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 443,919

Revenue 6,797,386

Appropriation 6,710,400

Sale of Goods and Services 17,955

Grants and contributions 67,254

Investment income 1,677

Other revenue 100

Expenses -7,102,593

Employee related -6,472,311

Operating expenses -630,282

Surplus / deficit for the year -305,207

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 678,925

Equity Total 1,281,284

Equity - Aboriginal 72,737

Equity - Socio-economic 823,241

Equity - Language 76,224

Equity - Disability 309,082

Base Total 3,761,234

Base - Per Capita 139,497

Base - Location 0

Base - Other 3,621,736

Other Total 754,908

Grand Total 6,476,350

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 1 2 3 4 5 6

Percentage of students 6.3 7.6 34.2 19.0 16.5 16.5

School avg 2017-2019 13.7 10 24.9 22.4 17 12


Band 1 2 3 4 5 6


School avg 2017-2019 5.8 16.7 26.7 25.8 17.5 7.5

Band 1 2 3 4 5 6


School avg 2017-2019 12.4 10.4 18.3 24.9 22.8 11.2


Band 1 2 3 4 5 6


School avg 2017-2019 6.2 12.4 18.7 28.2 25.7 8.7

Band 3 4 5 6 7 8


School avg 2017-2019 14.7 19.3 22.7 23.9 15.1 4.2


Band 3 4 5 6 7 8


School avg 2017-2019 12.3 26 25.1 20.4 13.2 3

Band 3 4 5 6 7 8


School avg 2017-2019 11.8 13.9 31.5 23.1 15.5 4.2


Band 3 4 5 6 7 8


School avg 2017-2019 14.8 15.6 43 25.3 1.3 0

Band 1 2 3 4 5 6


School avg 2017-2019 8.1 22.9 30.9 22.5 12.3 3.4


Band 3 4 5 6 7 8


School avg 2017-2019 12.8 23.5 35.9 19.2 6.8 1.7


Parent/caregiver, student, teacher satisfaction

An extensive parent survey was conducted with a high rate of respondents. Over 85% of respondents felt that BennettRoad PS provided an engaging learning environment. Overall most parents were satisfied with the support provided tolower ability learners, with a small number of parents requesting additional supports or information to support their child'slearning. 93% of respondents felt comfortable to approach the school for assistance with well being issues for their childor family. The survey results demonstrated that our school community value services such as the School Chaplain andthe Family Referral Service. We were also able to ascertain that the Bennett Road parent community highly value beinginvolved in school events. Grandparents Day, Multicultural Day and sporting events.

Survey responses demonstrated that they majority of parents prefer to gain their information from online sources such asFacebook and See–Saw. The majority of parents supported the move away from a fortnightly paper newsletter and werehappy to utilise technology to access up to school date information. The survey results demonstrated that most parentsfeel that the school is communicating well. Parents value our termly Goal Setting meetings and want to be involved intheir child's learning journey. Generally parents are satisfied that their children are being challenged in their learning, buta few did make comment that they would like to see enrichment classes introduced for high ability learners.

Staff feel supported by the Coaching and Mentoring timetable in place at the school and there is a culture of continuousimprovement. There is a high value placed on the feedback systems from the Instructional Leaders and executive staffmembers. Teaching and support staff have expressed a desire for further professional development on personalisedlearning as well as Learning and Support Team processes.

Most students believe that they display positive behaviour at school and have a clear understanding of the PBLexpectations in all school settings. Students have reported that they enjoy the array of lunchtime clubs and activities tokeep them engaged on the playground. Students can articulate their learning goals and feel that these goals help themachieve.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


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