2019 Beverly Hills Public School Annual Report...Introduction The Annual Report for 2019 is provided...

Beverly Hills Public School2019 Annual Report

1215

Printed on: 1 June, 2020 of 32 Beverly Hills Public School 1215 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Beverly Hills 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

Beverly Hills Public SchoolStoney Ck & King Georges RdsBeverly Hills, 2209www.beverlyhi-p.schools.nsw.edu.aubeverlyhi-p.school@det.nsw.edu.au9580 5074

Message from the principal

Beverly Hills Public School is committed to providing innovative learning programs that are varied and challenging tomeet the needs of our students. In 2019, our learning community continued to encourage high expectations in allacademic, cultural, social and sporting endeavours.

The school's focus is on developing healthy, resilient, creative and critical students. The school continues an explicitfocus on developing literacy, numeracy and future–focused learning skills for all students.

The school community has experienced many successes in 2019. The sharing of ideas to realign focus by our schoolcommunity, adjusting to the changing domains of our school and community has been prominent in our planning for thefuture.

A wide range of learning opportunities is made available to our students. These opportunities are devised andimplemented by a staff that is dedicated and committed to the vision of our school.


School background

School vision statement

INSPIRING A PASSION FOR LEARNING"

Building a Learning Community

At Beverly Hills Public School we aim to deliver quality education in order to develop the talents, interests and abilities ofour students. We are committed to providing a dynamic, caring and innovative environment that fosters engaged andinformed learners and highly effective teachers. Through a culture that promotes 'lifelong learning' our students will havethe capabilities and confidence to succeed in the future.

School context

Beverly Hills Public School is a metropolitan government public school in southern Sydney. The school serves a diversemulticultural community. The current school enrolment is 532 students (83% Non–English Speaking Background).Students are currently educated in twenty–one class groupings.

Our banner statement, 'Quality Teaching in a Dynamic, Caring and Innovative Environment' encapsulates oureducational focus. The values we espouse of 'Excellence, Respect, Diversity' personify what drives us as educators.

Beverly Hills Public School has a highly qualified and dedicated staff working closely together to generate qualityeducational programs that deliver appropriate student outcomes.

Successful student welfare practices promote a sense of wellbeing, happiness and responsibility in all students.

Parents and carers have high expectations of and aspirations for their children. There is a strong parent involvement inschool life. Beverly Hills Public School has an established and supportive P & C Association.


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 and participated in an externalvalidation. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into thefuture. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice 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. Every five years,our school undergoes an external validation process.

During the external validation process, an independent panel consisting of a Principal School Leadership and a peerprincipal considered our evidence and assessment of our school's progress against the School Excellence Framework.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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 Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Delivering

LEADING: Management practices and processes Delivering


Strategic Direction 1

Quality Teaching and Learning

Purpose

Build an inclusive, responsive learning culture that promotes high expectations through purposeful challenging andfuture–focused learning experiences adding value to student growth.

Improvement Measures

80% of students achieve expected growth in literacy and numeracy according to the Learning Progressions

100% of staff understand and implement future–focused learning experiences

10% increase in the number of students achieving above expected growth in NAPLAN

Progress towards achieving improvement measures

Process 1: Utilise evidence–based research to develop and implement quality professional learning with the literacyand numeracy progressions, differentiation, visible learning and formative assessment.

Evaluation Funds Expended(Resources)

Throughout 2019 staff have further enhanced their understanding of visiblelearning, successfully embedding learning intentions and success criteriawithin literacy and numeracy activities empowering students to have agreater awareness of learning tasks and what success looks like.

Staff have also engaged in professional learning opportunities throughout theyear, building their understanding and skills in the use of PLAN 2 with aspecific focus on creating texts. Staff are engaging with the National LiteracyProgressions as a trial to support the planning of explicit teaching andlearning opportunities. With a focus on improving writing, all staff engaged inthe Seven Steps to Writing workshop to develop knowledge and skills toenhance writing across the school. In 2020 staff will continue to refineteaching and learning opportunities based around improving student writingand utilise PLAN 2 data to monitor student skills and knowledge in creatingtext.

Differentiation continues to be a priority across the school, ensuring programscater to the needs of all students. An emphasis on incorporating open endedtasks into programs to ensure engagement will continue to be a focusthroughout 2020.

Professional Learning

PLAN2 through stage and staffmeetings

'Seven Steps to Writing Success'School Development Day Term 42019

Expenditure: $8684.50

Funding Sources: • Socio–economic background($8684.50)

Process 2: Engage in professional learning for the informed and successful implementation of new syllabi (PDHPEand Science & Technology) incorporating communication, collaboration, creativity and critical thinking.


Throughout 2019, staff have engaged in online and whole schoolprofessional learning opportunities to build their understanding of the newPDHPE syllabus in preparation for full implementation in 2020. Stage teamscollaborated to develop a stage based scope and sequence forimplementation in 2020. The scope and sequence will be reviewedthroughout 2020 to ensure all propositions and outcomes are met throughoutthe year.

The Science and Technology syllabus was fully implemented in 2019. Stageteams realigned science units to ensure all syllabus outcomes are met andunits incorporated the use of technology in an authentic way. The school hasbeen utilising the STEM T4L library with the use of a 3D printer and film kit.

Professional Learning

Two staff members were provided withthe opportunity to attend professionallearning in the new PDHPE syllabusso they could facilitate staffunderstanding and knowledge of thePDHPE syllabus

Expenditure: 4 casual relief days$2000

Funding Sources:



Throughout 2019, staff have engaged in online and whole schoolprofessional learning opportunities to build their understanding of the newPDHPE syllabus in preparation for full implementation in 2020. Stage teamscollaborated to develop a stage based scope and sequence forimplementation in 2020. The scope and sequence will be reviewedthroughout 2020 to ensure all propositions and outcomes are met throughoutthe year.

The Science and Technology syllabus was fully implemented in 2019. Stageteams realigned science units to ensure all syllabus outcomes are met andunits incorporated the use of technology in an authentic way. The school hasbeen utilising the STEM T4L library with the use of a 3D printer and film kit.

• Socio–economic background($2000.00)



Building Individual and Collective Capacity

Purpose

Build individual and collective capacity of all members of the school community to be informed and engaged as learnersand leaders.


80% of staff have engaged in opportunities to build individual and/or leadership capacity

100% of staff use self assessment tools to inform their PDPs

20% increase in parent/caregiver participation in;

Parent Information Sessions

Workshops

Programs utilising Parents as Partners in Learning, e.g. Being Excited About Reading (BEAR)

80% of students agree that their voice is heard and valued


Process 1: Evaluate, develop and implement a supportive leadership culture that provides students withresponsibility and opportunities to thrive, succeed and connect


Throughout 2019, a focus on building student voice became a priority focusfor the school. Whilst the Student Representative Council continues toprovide opportunities to increase student engagement throughout the school,staff will continue to explore other ways of increasing student voice acrossthe school in 2020.

The introduction of a passive play area with Stage Three students leadingpassive play activities with students at break times. The area has been wellreceived by students, providing an engaging area for students to continue todevelop social skills and learning essential skills such as turn taking andsharing through play.

Staff and students surveyed aboutStudent Voice and the role of theStudent Representative Council(SRC).

Opportunities for Student Voice to beheard through implementing Tell ThemFrom Me (TTFM) surveys and SurveyMy School surveys.

Expenditure for Survey My Schoolsurveys: $3000

Funding Sources: • Socio–economic background($3000.00)

Process 2: Develop, implement and evaluate a collaborative learning culture with opportunities to observe, reflect,refine and provide feedback through Lesson Study.


Throughout 2020 Lesson Study continued to play an integral process toimproving teaching and learning with all staff engaged in two cycles ofLesson Study. Feedback from staff has been overwhelmingly positive withmany staff reporting Lesson Study cycles have provided opportunities toobserve and refine lessons to improve student learning and engagement.Staff reported the collaborative nature of the cycle ensured authenticfeedback focusing on improvement of lessons to enhance student learningand engagement was prioritised.

Staff surveyed about the effectivenessof Lesson Study.

Lesson Study implemented overSemester 1 and Semester 2. Tencasual teachers were engaged eachsemester to accommodate releasingclassroom teachers to engage inLesson Study.



Two staff members participated in professional learning opportunitiesinvestigating Quality Teaching Rounds, a robust, evidence basedprofessional learning opportunity using the department's Quality Teachingmodel as a framework for deep conversations about class practice andimprovements in the quality of teaching. The model will be investigatedfurther in 2020.

20 casual days: $10000

Further opportunities to explorealternative means of classroomobservation through professionallearning (Quality Teaching Rounds)

Two staff members attended a 2–dayprofessional learning course on QTR:$2000

Funding Sources: • English language proficiency($12000.00)

Process 3: All staff engage in professional reflection to design individual performance and development plans thatfacilitate continual improvement and build individual and/or leadership capacity.


All staff participated in the PDP process aligning authentic goals to theAustralian Professional Standards based on continual improvement. Staffundertook professional learning opportunities within stage teams focussingon the collection of evidence aligned to PDP goals.

Leadership opportunities have been provided throughout 2019 includingopportunities to lead staff in focus areas such as the new PDHPE syllabus,the leading of initiatives or being part of the Leadership Team.

Staff surveyed about the effectivenessof the PDP process.

Two staff members attended theIntroduction to the PDHPE syllabusover two days.

Four casual days: $2000

Process 4: Provide parents with ongoing information in relation to the Australian Curriculum, school performance,DoE priorities and operations of the school


Three Way interviews were successfully implemented throughout 2019.Parent feedback indicated having their child take part in the discussionassisted with purposeful goal setting and an increased ownership in studentlearning.

Parent feedback from Tell Them From Me Surveys indicated that parentswould like further information on syllabus implementation and supportingstudents at home. This will become a focus area for 2020.

Parents/carers and staff memberssurveyed about the effectiveness ofthe Three Way Interview.



Communities Connecting

Purpose

Establish and build a culture of collaboration and connectedness within and beyond the school community to broadenknowledge and improve outcomes.


20% increase in parent attendance at all events to achieve an improved community/school identity through a focus oninclusion

Our school is rated as ‘building’ or ‘sustaining’ on all seven dimensions of the School Assessment Tool


Process 1: Evaluate, develop and implement modes of parent communication to enhance school/home partnership


This year staff focussed on the trial of the See Saw App, with 50% of stafftrialling the implementation of the See Saw App to share student learningwith parents. Parent feedback has been positive, with parents reporting theyfelt more connected to the school and their child's learning. Whilst stafffeedback has also been positive, the school will investigate other suitableapps to continue to enhance the home/school partnership.

Members of the Leadership Team have been investigating the use of theparent portal through SENTRAL as a central location for parent information.A trial group will be formed in early 2020 with a view for full implementation atthe end of 2020.

Professional learning focusing ondeveloping staff expertise in the use ofthe Seesaw app.

Process 2: Learning networks developed with schools and other agencies to support the development of aninnovative and dynamic learning environment


Our strengthened Kindergarten Orientation program has been well receivedby our parent and local community. Increased opportunities for Pre–Schoolinformation sessions as well as pre–school visits has been well received bylocal community stakeholders. Parent feedback regarding our threeorientation sessions was overwhelmingly positive.

Transitions with local high schools continues to be a focus in supporting ourYear 6 to High School transitions. Opportunities for students to participate intransition programs with local high schools was prioritised and well receivedfrom students and parents.

Our L3 initiative continues to build positive networks with local schools asstaff develop skills, knowledge and practices in developing student literacyskills. The school will continue to investigate ways to network with localagencies in authentic ways.

• The Kindergarten Orientationprogram was evaluated by staff andparents/carers. • Three sessions were presented asopposed to the two sessions fromprevious years. • Resources and materials includedprinted materials for advertising andthe production of banners to bedisplayed on King Georges Road andStoney Creek Road. • Expenditure: $2000 • L3 training has been provided for allstaff working in K–2. One staffmember was trained this year. • Expenditure: $5000


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Resources (Annual) $4889

1 day teacher relief forwriting of the PersonalisedLearning Pathways (PLPs)

$400

1 day teacher relief toattend Aboriginal EducationNetwork meetings

$400

Teaching Resources

$4089

Classroom programs have embedded thecross–curriculum priority of Aboriginal andTorres Strait Islander histories and cultures soall students have an understanding andappreciation of Aboriginal culture. Allidentified Aboriginal students had aPersonalised Learning Pathway (PLP)devised, implemented and evaluated. ThesePLPs resulted in all students making progressacross the literacy and numeracy continuums,as well as developing student understandingof their culture. National Day of Healing wascommemorated through an interactiveassembly.

English language proficiency Resources (Annual)

EALD Allocation: 1.6 (FTE)

$170,746

Flexible Allocation

$46,648

Teaching Resources

$1000

Teaching Resources purchased for the EALDprogram to support learning.

A decrease in EALD support has resulted inthe school funding additional support toenhance learning across the students eligiblefor support.

New Arrivals Program (NAP) students havereceived one days support per weekthroughout the year.

A paradigm shift in pedagogical practice hasseen a significant impact on the EaLD supportacross the school and the attainment ofstudent outcomes. EaLD teachers areworking very closely with classroom teachersdelivering their programs within the classroomsetting. Students have benefitted significantlyfrom the co–teaching that has emanated,maximising support time and workingcohesively.

Low level adjustment for disability Resources (Annual)

Low level adjustmentdisability $96,044 (0.9 FTE)

Flexible Funding $50176

Additional Funding$10411 (0.1 FTE)

Additional SLSOFunding $61,298

Integration Funding Support$170,800

All students requiring adjustments andlearning support are catered for within classprograms and other whole school strategies.8 students were referred for learning supportand 45 students have Individual LearningPlans (ILPs). In 2019 Beverly Hills PublicSchool received funding to support studentswith learning and support needs (low leveldisability). This funding has been used toprovide an additional teacher half day (0.1) ofLearning and Support. The existing four and ahalf day (0.9) staffing allocation increased tofive days. The improvement in studentlearning outcomes was significant, increasingthe level of student participation andengagement in learning.

Quality Teaching, SuccessfulStudents (QTSS)

Resources (Annual)

QTSS Allocation: (0.876FTE)

$94,337

The Quality Teaching, Successful Students(QTSS) initiative ensures that all studentsbenefit from high quality teaching andlearning practices. With an additional staffingresource teachers at all stages of their careerhad the opportunity to work closely with amentor developing and supporting quality


Quality Teaching, SuccessfulStudents (QTSS)

Resources (Annual)

QTSS Allocation: (0.876FTE)

$94,337

teaching to improve the quality of teachingand enhance student engagement within theschool. The funding also enabled executivestaff to work closely with their stage teamobserving lessons, engaging in professionaldiscussions and providing feedback toenhance pedagogical practice.

Socio–economic background Resources (Annual)

$42358

Parent/Carer Information Sessions aboutBeing Excited About Reading and HomeReading have been presented in 2019. Apositive and inclusive school culture hasdeveloped and continues to be sustained. Allsessions were well attended. Parentsindicated through School Evaluation FocusGroups and Surveys that they appreciated theopportunity to learn more about the programsimplemented in the school. Parents requestedfurther information sessions and the areasthey would like these sessions to focus on.

Quicksmart Numeracy and LiteracyProgram

Pre and post testing showed that 100% ofstudents involved made significant progressthroughout the 30 weeks of the program. Theprogress made transferred into improvementin other learning areas for the targetedstudents.

Support for beginning teachers Resources (Annual)

$22,000

In 2019, one temporary staff and onepermanent beginning teacher receivedadditional release from face to face under theGreat Teaching, Inspired Learning (GTIL)initiative. This funding assisted with teacherinduction programs, allowed participation inprofessional learning and facilitated mentoringopportunities from executive providingopportunities to observe lessons, team teachand engage in reflection and feedbackopportunities to enhance teaching andlearning. Staff were also supported withcollecting and annotating evidence towardsaccreditation at Proficient level.

Targeted student support forrefugees and new arrivals

Resources (Annual)

0.2 FTE (One half day perweek)

The provision of additional staffing for NewArrival students enhanced languagedevelopment significantly for targetedstudents. The additional day (0.2) per weekover the year supported 8 students.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 275 294 297 298

Girls 252 251 235 224

Student attendance profile

School

Year 2016 2017 2018 2019

K 93.8 94.5 93.6 94.1

1 92.3 93.9 93.1 91.9

2 92.4 93.8 93.3 92.2

3 93.7 93.6 94.4 94.6

4 93.3 95 92.8 94

5 92.7 95.9 93.9 93.1

6 94.7 94.2 94.1 92.1

All Years 93.2 94.4 93.6 93.1

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) 4

Classroom Teacher(s) 19.67

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 0.9

Teacher Librarian 1

Teacher ESL 1.6

School Administration and Support Staff 3.96

*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 958,033

Revenue 5,021,995

Appropriation 4,687,628

Sale of Goods and Services 23,897

Grants and contributions 293,922

Investment income 6,948

Other revenue 9,600

Expenses -4,605,258

Employee related -3,974,661

Operating expenses -630,597

Surplus / deficit for the year 416,737

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 170,800

Equity Total 421,983

Equity - Aboriginal 4,889

Equity - Socio-economic 42,358

Equity - Language 217,394

Equity - Disability 157,342

Base Total 3,697,959

Base - Per Capita 124,828

Base - Location 0

Base - Other 3,573,132

Other Total 275,628

Grand Total 4,566,371

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.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Literacy

School–based assessment

Student performance in English and Mathematics was assessed through classroom observation, diagnostic testing, worksample analysis and professional judgement. The following information indicates the performance levels of students inEnglish and Mathematics.

English (Overall)

Early Stage 1: 82% students working at or beyond stage outcomes

Stage 1: 75% students working at or beyond stage outcomes



Numeracy

School–based assessment

Student performance in English and Mathematics was assessed through classroom observation, diagnostic testing, worksample analysis and professional judgement. The following information indicates the performance levels of students inEnglish and Mathematics.

Mathematics (Overall)

Early Stage 1: 89% students working at or beyond stage outcomes




Measurement and Geometry





Number and Algebra




Statistics and Probability





Parent/caregiver, student, teacher satisfaction

In 2019 three survey instruments were utilised to gather information about Parent/caregiver, student and teachersatisfaction. These instruments were;

Survey My School 2019;

People Matter Survey 2019; and

Tell The From Me 2019.

The information collected assisted with the identification of areas of strength and areas of challenge within the school.This information helped define future directions for the school.

SURVEY MY SCHOOL 2019

Parent Survey

53 of the 400 parents completed the survey (13% completion rate is considered poor).

Parents were asked to respond to a variety of statements on a Likert Scale ranging from Strongly Disagree (0) toStrongly Agree (4).. The responses that were most favourable, that is were agree (3) or strongly agree (4) were;

3.3 This is a good school.

3.5 My child is happy going to this school.

3.4 The school is a safe place for my child.

3.3 My child is getting a good education at this school.

3.4 The staff at this school take an interest in my child.

3.1 Communication between the home and school is good.

3.4 I know what is happening at the school and coming events.

3.4 I can make contact with my child's teacher or other staff easily.

3.3 The school responds quickly to my concerns.

3.5 My child's teacher is approachable.

3.4 The school Principal and other leaders in the school are approachable.

3.4 The school Principal and other leaders in the school are committed to the best possible education for my child.

3.4 Parent teacher conferences are helpful.

3.3 The school report card keeps me informed about my child's progress at school.

3.2 I am happy with the quality of teaching my child receives.

3.2 This school takes a balanced approach in providing an all–round education.

3.2 The school's expectations of students are clear.

3.5 Staff at the school make me feel welcome.

3.5 My child's teacher makes me feel welcome.

3.1 This school is well equipped.

3.2 I am happy with the school's facilities.

3.2 I am happy with my child's access to computers and other technologies available through the school.


The average rating is indicated at the beginning of each statement.

Student Survey

239 of the 350 students completed the survey (68% completion rate is considered excellent).

Students were asked to respond to a variety of statements on a Likert Scale ranging from Strongly Disagree (0) toStrongly Agree (4).

3.3 I am getting a good education at this school.

3.4 I like being at this school.

3.3 I feel safe at this school.

3.0 I feel accepted by other students at this school.

2.9 This school takes students' opinions seriously

2.3 Students behave well at this school

3.3 This school encourages me to be a good community member.

3.3 This school gives me opportunities to do interesting things.

3.3 This school celebrates student achievements.

2.6 Our school is clean and well looked after eg clean, buildings painted, gardens looked after.

3.1 My literacy skills are improving at this school.

3.2 My maths skills are improving at this school.

3.3 I use computers and other technologies at this school to help me learn.

2.8 A computer is usually available at school when I need it.

3.3 My teachers tell us what we are learning and why.

3.4 My teachers care about me.

3.4 My teachers try to make lessons interesting.

2.7 We have interesting homework.

3.0 The homework we do helps me learn.

3.3 This is a good school. I would recommend it to others.


Staff Survey

39 of the 46 staff completed the survey (85% completion rate is considered excellent).

Staff members were asked to respond to a variety of statements on a Likert Scale ranging from Strongly Disagree (0) toStrongly Agree (4).

3.1 This school is a good place in which to work.

2.9 I get a lot of satisfaction from working in this school.

3.3 I believe my work at this school is important.

3.4 I believe my work makes a difference to our students.


2.6 There is good team spirit among the staff at this school.

2.5 The demands placed on me in my role at the school are reasonable.

2.7 Our Staff Meetings are productive.

2.9 Other meetings we have are effective eg. Special Needs, Planning, Curriculum etc.

2.8 Collaborative planning processes in this school are effective.

2.4 Effective communication strategies are in place to keep staff informed of what's happening at our school.

2.5 Communication between the staff and school leadership is good.

2.7 This school is a well–organised place in which to work.

2.8 I have the resources I need to do my job.

2.7 I have the opportunity to have input into decisions affecting my work in this school.

3.0 I am aware of the current priorities in the school.

2.9 I understand why we are undertaking the change initiatives in our school.

2.5 Change initiatives are well managed at this school.

2.7 I am happy with the amount of feedback I receive.

2.6 I get feedback on the things I am doing well.

2.4 I get feedback that helps me to be a better teacher.

3.0 My work in the school is appreciated by my Principal.

2.9 School leaders at this school know me as a person and care about my well–being.

3.0 The school provides access to professional development that helps me to perform my role well.


PEOPLE MATTER SURVEY 2019

Highest scoring agreement questions

1c. My job gives me a feeling of personal accomplishment

96% agreement 2019; 79% agreement 2018

1a. I understand what is expected of me to do well in my role


8b. Personal background is not a barrier to success in my organisation (e.g. cultural background, age, disability, sexualorientation, gender etc.)


3d. In the last 12 months I received useful feedback on my work to enable me to deliver required results


1h. I am comfortable notifying my manager if I become aware of any risks at work

92% agreement 2019

6d. Senior managers encourage innovation by employees



6f. Senior managers communicate the importance of customers/clients in achieving our business objectives


7a. My organisation focuses on improving the work we do


7k. I feel a strong personal attachment to my organisation


8a. My organisation respects individual differences (e.g. cultures, working styles, backgrounds, ideas)


Lowest scoring agreement questions

8d. How satisfied are you with your ability to access and use flexible working arrangements?


8e. My manager supports flexible working in my team


1f. I am able to keep my work stress at an acceptable level


5h. My manager deals appropriately with employees who perform poorly


11a. I have confidence in the ways my organization resolves grievances


4a. I am paid fairly for the work I do


7g. I have confidence in the way recruitment decisions are made


3e. My performance is assessed against clear criteria


7i. I would recommend my organisation as a great place to work


7c. I feel that change is managed well in my organisation


Most improved agreement questions

10a. I believe action will be taken on the results from this survey by my organisation


6d. Senior managers encourage innovation by employees



6h. I feel that senior managers listen to employees


8c. I am able to speak up and share a different view to my colleagues and manager


6a. I believe senior managers provide clear direction for the future of the organisation


6c. I feel that senior managers model the values of my organisation


6b. I feel that senior managers effectively lead and manage change


6g. I feel that senior managers keep employees informed about what's going on


11a. I have confidence in the ways my organisation resolves grievances


7d. There is good co–operation between teams across our organisation


Least improved agreement questions

2a. My workgroup strives to achieve customer/client satisfaction


2c. I receive help and support from other members of my workgroup


TELL THEM FROM ME SURVEYS

Tell Them From Me Student Survey

225 students from Years 4, 5 and 6 participated in the first survey and 215 students participated in the second survey in2019.

90 % of students had a high rate of participation in sports as opposed to 83 % of students for the NSW Governmentnorm;

55 % of students had a high rate of participation in extracurricular school activities as opposed to 55 % of students for theNSW Government norm;

85 % of students have a positive sense of belonging as opposed to 81 % of students for the NSW Government norm;

90 % of students have positive relationships as opposed to 85 % of students for the NSW Government norm;

96 % of students value schooling outcomes as opposed to 96 % of students for the NSW Government norm;

69 % of students displayed positive homework behaviours as opposed to 63 % of students for the NSW Governmentnorm;


86 % of students displayed positive behaviour as opposed to 83 % of students for the NSW Government norm;

83 % of students were interested and motivated as opposed to 78 % of students for the NSW Government norm; and

93 % of students try hard to succeed in their learning as opposed to 88 % of students for the NSW Government norm.

46 % of students feel challenged in their English and Mathematics classes and feel confident in these Key LearningAreas as opposed to 53 % of students for the NSW Government norm.

32 % of students were confident of their skills but did not find classes challenging. The NSW Government norm for thiscategory is 26 %.

17 % of students were not confident of their skills and found English or Mathematics challenging. The NSW Governmentnorm for this category is 14 %.

5 % of students lacked confidence in their skills and did not feel they were challenged. The NSW Government norm is 7%.

Tell Them From Me Staff Survey

27 respondents completed the Staff Survey. Respondents ranked BHPS the highest in the following descriptors;

1. Leadership

I work with school leaders to create a safe and orderly school environment.

School leaders have provided guidance for monitoring student progress.

2. Collaboration

I talk with other teachers about strategies that increase student engagement.

I discuss learning problems of particular students with other teachers.

I discuss assessment strategies with other teachers.

I work with other teachers in developing cross–curricular or common learning opportunities.

3. Learning Culture

I set high expectations for student learning and monitor the progress of individual students.

I monitor the progress of individual students.

Students become fully engaged in class activities.

4. Data Informs Practice

My assessments help me understand where students are having difficulty.

When students' formal assessment tasks or daily classroom tasks fail to meet expectations I give them an opportunity toimprove.

I use results from formal assessment tasks to inform my lesson planning.

5. Teaching Strategies

When I present a new concept I try to link it to previously mastered skills and knowledge

My students are very clear about what they are expected to learn.

Students receive feedback on their work that brings them closer to achieving their goals.

6. Technology

Students have opportunities to use computers or other interactive technology for describing relationships among ideas orconcepts.


I help students to overcome personal barriers to using interactive technology.

7. Inclusive School

I establish clear expectations for classroom behaviour.

I strive to understand the learning needs of students with special learning needs.

I make an effort to include students with special learning needs in class activities.

8. Parent Involvement

I share students' learning goals with their parents.

I work with parents to help solve problems interfering with their child's progress.

Tell Them From Me Parent/Carer Survey

34 respondents completed the Parent Survey. Respondents ranked BHPS the highest in the following descriptors;

1. Parents feel welcome at Beverly Hills Public School

The school's administrative staff are helpful when I have a question or problem.

I feel welcome when I visit the school.

I can easily speak with my child's teachers.

I am well informed about school activities.

I can easily speak with the school principal.

Teachers listen to concerns I have.

2. Parents are informed at Beverly Hills Public School

Reports on my child's progress are written in terms I understand.

If there were concerns with my child's behaviour at school the teachers would inform me immediately.

3. Parents at Beverly Hills Public School support learning at home

Encourage your child to do well at school.

Praise your child for doing well at school.

4. Support for learning at Beverly Hills Public School

My child is encouraged to do his/her best work.

Teachers expect homework to be done on time.

Teachers show an interest in my child's learning.

Teachers expect my child to work hard.

5. Support for positive behaviour at Beverly Hills Public School

My child is clear about the rules for school behaviour.

Teachers expect my child to pay attention in class.

Teachers devote their time to extra–curricular activities.

6. Safety at Beverly Hills Public School


My child feels safe going to and from school.

My child feels safe at school.

Behaviour issues are dealt with in a timely manner.

The school helps prevent bullying.

7. Inclusion at Beverly Hills Public School

Teachers help students develop positive friendships.

Teachers help students who need extra support.

Teachers try to understand the learning needs of students with special needs.

School staff take an active role in making sure all students are included in school activities.


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.

Other School Programs (optional)

Positive Behaviour for Learning (PBL)

PBL is a pro–active school wide system of support for defining, teaching and supporting appropriate student behavioursto create a positive school environment. It establishes the link between research–validated behavioural practices and theenvironments in which teaching and learning occurs. It improves outcomes for all learners by putting in place sustainableschool–wide, classroom and individual systems of support. PBL assists teachers to create effective learningenvironments, where students make positive behaviour choices to support academic success. PBL helps make schoolsbetter places to work and learn. It boosts student engagement in learning by increasing attendance, improving studentbehaviour and learning as well as strengthening student leadership opportunities. PBL assists schools in delivering highquality learning programs to improve student academic and behavioural learning outcomes. In 2019 the existing PBLteam was maintained and grew with additional staff members. Existing team members undertook training in 'UniversalPrevention Classroom Systems of Support', whilst new members attended a 'Reload' professional learning course toembed key PBL practices. This allowed for the continued successful implementation of PBL across the school.

Quicksmart Literacy and Numeracy

Quicksmart Numeracy and Literacy are intervention programs devised by the University of New England to support thedevelopment of 'automaticity' in targeted students. The programs have run successfully over the past three yearscontinuing to have a positive impact on 6 students from Years 4 & 5 in Quicksmart Numeracy and 6 students from Years4 & 5 in Quicksmart Literacy. Pre and post testing showed that 100% of students involved made significant progressthroughout the 30 weeks of the program. The progress made transferred into improvement in other learning areas for thetargeted students. With the success of the program the school has planned to train two additional SLSOs to expand theprogram in 2020.

Debating


Beverly Hills Public School entered a debating team in the Sydney School Debating competition. The team performedadmirably during the competition.

L3 Language, Learning and Literacy

L3 (Language, Learning and Literacy) continues to be a focus across our K–2 classes with continued improvements instudent's literacy skills. One Stage 1 teacher began her first year of training with our Kindergarten Team and five Stage 1teachers consolidating their learning in L3 undertaking their second year of training. Throughout the year, staff attendedprofessional learning sessions within a community of schools network and was supported with in class observations byan external facilitator. K–2 staff continued to use internal data to monitor student growth and plan authentic literacysessions, targeting student needs. 84% of students reached or exceeded end of Year 2 benchmark, reading at or abovelevel 22.

BEAR (Being Excited About Reading)

In 2019, the BEAR (Being Excited About Reading) program was reintroduced in Year 1. Five parents were trained astutors to facilitate this one to one reading program designed to increase reading accuracy and fluency and studentconfidence. Parents worked closely with the BEAR coordinator to support eight students participating in the program.Student data indicated significant growth with students reading levels increasing from level 8 to levels 14 to 17, anincrease of at least 8 levels per student.

National Tree Day

Our keen gardeners got their hands dirty participating in Australia's largest community tree–planting event, National TreeDay. Students across K–6, planted eight beautiful plants in our garden with the support and assistance from FergusonToyota, Hurstville. The event was a great way to inspire our students to learn about the local environment while playingan active role in their community.

Low–level Disability

Staff continue to support student access to the curriculum through differentiation and adjustments. LaST support wasprovided both in class and through small groups. 45 Individual Learning Plans were created to support individual studentneeds and 8 students were referred to the Learning and Support Team.


2019 Beverly Hills Public School Annual Report...Introduction The Annual Report for 2019 is provided...

Documents

Transcript of 2019 Beverly Hills Public School Annual Report...Introduction The Annual Report for 2019 is provided...