2016 Barnier Public School Annual Report - Amazon S3 · 2017. 5. 10. · Students at Barnier enjoyed our annual events – the Easter Raffle and Guessing Competition, Mothers’ Day

Barnier Public SchoolAnnual Report

2016

4599

Printed on: 8 May, 2017Page 1 of 19 Barnier Public School 4599 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Barnier 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.

Russell Hawkins

Principal

School contact details

Barnier Public SchoolBarnier DriveQuakers Hill, 2763www.barnier-p.schools.nsw.edu.aubarnier-p.school@det.nsw.edu.au9837 1600

Message from the Principal

Barnier Public School has celebrated another year of outstanding success across a wide range of curriculum areas andextra–curricula pursuits. It was my great pleasure as principal to arrive at our school at the beginning of Term 4 and Iwitnessed the amazing success that Barnier Public School prides itself on. Our school's technology focus, with ourcooperative and open learning classroom culture and one–to–one student to device ratio, was enhanced with thecomputer coding curriculum integrated into our teaching programs. As a newly appointed principal to Barnier PublicSchool, I have spent Term 4 consulting with staff, parents and students to document where we have been as a school,where we are now, and where we are going in the future. The clear indication is that we require additional teacherprofessional learning in the English and mathematics national curriculum, which will boost classroom programs for thebenefit of all students. Finally, a focus on gifted, talented and enrichment education allows for each child at BarnierPublic School to extend their life chances of success.

I would like to thank all the people who have been involved in the whole school process over the year to produce thisdocument, following a rigorous self evaluation process. I look forward to working with you all further in 2017 towards amotto of good, better, best at Barnier Public School.

Message from the school community

The Barnier Public School P&C are a group of parents who are dedicated to providing support to all the school staff andstudents. Meeting regularly to discuss ideas about ways to help enrich our children’s everyday school experiences, wework with the staff giving feedback to the school executive on programs and plans running within the school, liaising withthe Department of Education to facilitate improvements to our buildings and grounds, and applying for grants with variouscompanies and government bodies.

In 2016 we ran a number of fundraising events during the year to supplement the school’s funds, facilitating the purchaseof classroom resources, sporting group requirements, workshop programs, and building and grounds improvements.Students at Barnier enjoyed our annual events – the Easter Raffle and Guessing Competition, Mothers’ Day and Fathers’Day Stalls. This year we combined learning with fundraising by integrating the Olympic Games with our Walk–a–thon.Students from each class adopted a country to represent, and studied the country in class in the lead up to the event. Onthe day students had fun playing Australian interpretations of Olympic events. The winter disco helped with the socialdevelopment of the Barnier students. There was also the opportunity to raise money from the greater community with thetwo elections this year. After a four–year hiatus we re–delegated the adults only Trivia Night – where teachers andparents got to know one another on a completely different level, which helped the working relationship needed to bring


out the best in our students.

The money raised from the events this year has gone towards some new sporting jerseys for our representative PSSAteams, funding of the senior life skills programs, and the replacement and purchase of additional gazebos for sportingand other outdoor events. The major projects that we have been fundraising for over a number of years – the extensionto the COLA, and the oval rejuvenation with the levelling and laying of the artificial turf – were both jointly funded with theschool and completed this year. I know the school community have been more than happy to see these two projectscompleted and are extremely happy with the results.

Again this year we have been supported by many local businesses that have donated products and services orsponsored events. We really appreciate these businesses and all they do for the school.

Support is also given to the P&C by each and every teacher and staff members at Barnier. Staff get behind every eventrun by the P&C, going out of their way to attend events in their own time. We are blessed at Barnier to have suchadedicated group of teachers.

This year we have farewelled our Principal of fifteen years Mr Rod Gibbs. He was always an advocate for the P&C andover the years many P&C committees have enjoyed working with him to promote our school and his dedication to makeBarnier the ‘technology school’ as he knew it was the way of the future. His legacy is the ‘lifelong learners’ he forged inhis time at Barnier.

We also welcomed our new Principal Mr Russell Hawkins. He has inspired so many parents, teachers and studentsalready with his plans for the future of Barnier. The incoming P&C are looking forward to being part of a new schoolvision, and working with Mr Hawkins to achieve even more positive outcomes for our great school.

2016 has been a great year for the Barnier Public School P&C and we are looking forward to another exciting year in2017.

Thank you,

Denise Kegg

P&C President


School background

School vision statement

Barnier Public School strives to produce life–long learners and by developing a love of learning achieved through anengaging learning environment. The school is committed to the use of technology in teaching and learning as this reflectsour students’ everyday life and their future prospects for employment.

School context

Barnier Public School is a vibrant and growing school of 855 situated in Sydney’s North– West. The school’s philosophyis underpinned by the belief that schools are about children. Therefore, our school reflects this philosophy and seeks toreplicate our students’ life which is immersed in technology.

We have sought to develop a learning environment delivering the curriculum through technology. Our students benefitfrom an innovative teaching approach featuring state of the art technology including a touchscreen in every classroomand a student/computer ratio 1:1 across the entire school. This allows us to produce the ultimate, engaging learningenvironment for our students which maximises their life opportunities.

Barnier staff are extremely innovative, enthusiastic and very dedicated. We constantly seek to respond to the changingneeds of our students by adopting a research based approach to education based on modern, data–driven processes.We continually reflect on our practice and seek to constantly refine our methodology. Current priorities includeimplementing the Australian Curriculum and the Quality Teaching Framework.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. 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. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated:

Learning Culture – As evidenced by the School Welfare Brochure, Vimeo and Numeracy Policy, Barnier Public Schooldemonstrates a sustaining and growing culture that builds on high expectations of learning and behaviour. Current andregularly updated policies that address and monitor student learning and behavioural needs are present. To furtherenhance the school’s learning culture, the school must build community–wide practices with high levels of engagementfrom parents to explore and understand student learning.

Wellbeing – As evidenced by the Consistent Behaviour Procedures, we consistently implement school–wide practicesthat clearly define behaviour expectations. Students have the right and responsibility to contribute to the wellbeing ofother students in the classroom and have co–developed rules to create a positive and safe environment. The school hasdeveloped sustaining and growing practices that will continue to be built upon as students are engaged to activelycontribute to their community.

Curriculum and Learning – As evidenced by the School Numeracy Policy, the school is delivering by providing plansand policies on what students are expected to know and understand. Teacher Evaluations and Reading Programs,clearly show that professional development has been successful at targeting teacher curriculum delivery and meeting theneeds of individual students. We know that teachers are providing academic opportunities through the provision of aquality curriculum. These provisions must be further enhanced through alliances with other organisations whilstsuccessful transition support must be evident throughout school practices.

Assessment and Reporting – As evidenced in Numeracy Data Walls and PLAN Data, tracking of internal and externaldata sources is critical when moderating student performance. Parents are updated on the progress of their child everyterm either through student reports, 3–wayconferences or PLAN parent feedback. The school has demonstrated at thedelivering stage, practices and processes to regularly monitor, plan and report on student progress and allowopportunities for students to take ownership and reflect on their learning. Internal and External Data (5.3) also providesdetailed information for teachers and the school to collect, analyse and report on student performance data. Whilst the


school has made significant improvement with the collection of data, further steps are being taken to ensure it is usedextensively to plan for particular student groups.

Student Performance Measures – As evidenced by the schools NAPLAN Analysis and internal testing, the schoolcontinues to show higher than expected growth on internal and external performance measures. To justify sustaining andgrowing, over 20% of students achieve at high levels of performance in Year 5 NAPLAN Reading. In 2016 the schoolachieved an increase of 4.5% of students in the top 2 bands in Year 5 Reading growing to 35.4%. It is imperative that theschool continues to target performance measures within equity groups to ensure comparable performance is achieved.

Effective Classroom Practice – As evidenced through Inquiry Planning, staff meet regularly to discuss studentperformance data to evaluate their own teaching practices. Teachers provide explicit and systematic feedbackto students, as evidenced in teaching and learning programs. Feedback workshops were run during Term 1 forearly–career teachers along with professional development sessions in Reading. We know that teachersare well–managed and engage students in planning and programming to maximise engagement hence justifying ourjudgement of sustaining and growing.

Data Skills and Use – As evidenced in the Surveys, community members strongly believe that the school is awelcoming place and that Barnier P.S. involves families and community members in contributing to school–wideprograms that support student learning. The school leadership team also regularly uses data to inform key decisions asevidenced in the review of the Numeracy Policy and the introduction of key new programs including Barnier ActiveMaths (BAM) and Problem of the Day. As we are delivering, to sustain and grow our practices, the school is in theprocess of creating new data templates that allow for the efficient tracking of internal assessments to target supportprograms across different areas of literacy and numeracy.

Collaborative Practice – Processes are in place to provide formal mentoring to early–career teachers as evidenced inthe Mentoring Program. Sixteen teachers are currently part of the program with a further three receiving beginningteacher’s support funding. The school draws upon staff expertise to provide opportunities for teachers to share learning,engage in planning and receive constructive feedback. These practices are extended into professional collaborativepractices in technology. The school has embedded systems in place and we know that we are sustaining and growingas teachers are collaborating within and across stages in discussions about assessment, differentiation and improvedteaching practice.

Learning and Development – With the incorporation of technology playing a leading role at Barnier, all staff have apersonal goal focusing on its effective implementation in literacy and numeracy programs. Staff are actively engaged inplanning their own professional development which is supported through informal, voluntary sessions as evidenced in theiTea. With the creation of a technology mentoring position, staff actively share their knowledge through demonstrationsand team teaching. With support, teachers are able to feel confident and effectively utilise new programs and devices tomaximise learning as evident in the teaching survey's hence justifying our judgement of sustaining and growing.

Professional Practices – Through collaborative practices, teaching staff demonstrate and share their knowledge daily.The school has a culture of supporting teachers not only in the classroom, but beyond with accreditationand extra–curricular programs. Teachers are committed to their ongoing development and demonstrate strong contentknowledge and confident delivery of a variety of programs in their teaching and learning programs. The school isworking on having all staff able to articulate the school vision and strategic directions. For further progression, the schoolmust also continue to rely on evidence–based teaching practices and ensure high levels of knowledge in all staff.

Leadership – As evidenced in our Coffee Morning, the school continues to grow a culture of high expectations andcommunity engagement. The school solicits and addresses feedback on school performance whilst forming positiverelationships with external agencies including Microsoft, Furnware and ABI as evidenced in our Strategic Directions. Theschool leadership team continues to sustain and grow and have purposeful leadership roles based on expertise whilstenriching the school’s standing within the local community.

School Planning and Implementation – As evidenced in the Consistent Behaviour Procedures and EngagedCommunity Survey, the school has created a broad understanding of expectations across the community while makingparents feel welcomed and engaged in the development of their children. Accreditation support, Mentoring, PersonalisedLearning Plans, Learning Intentions and Success Criteria have established a delivering culture which must be furtherdeveloped through staff use of evidence and articulation of the school strategic directions.

School Resources – One way the school leadership team supports curriculum provision is through the creation ofCommunity Liaison and Early–Career Mentor positions funded through the Resource Allocation Model. As evidenced inTechnology Mentoring and Teacher Mentoring Programs, the school has illustrated a sustaining and growing approachto the management of school resources to ensure that strategic financial management is used to achieve improvedteacher capacity and improved student outcomes.

Management Practices and Processes – The school strategic directions provide opportunities for community feedbackand flexible processes to strengthen parent engagement through communication, education and celebration. We know


that the school has illustrated a sustaining and growing approach to management processes with structures andprocesses working effectively to ensure Barnier is a welcoming school that involves families and community membersthat support student learning.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements 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

Creating a High Performing and Dynamic Learning School

Purpose

Development and implementation of quality curriculum, personalised learning and innovative practices.

Students are literate, numerate, creative and productive users of technology. Students are encouraged to think deeplyand logically and to collaborate and work in teams to communicate their ideas to make sense of the 21st century world.

Overall summary of progress

This year the school introduced a thorough ongoing self–assessment and reflection process to evaluate progress forStrategic Direction 1 of the School plan. Along with the ‘Tell Them From Me’ survey, the school drew on a parent forum,student and teacher surveys, NAPLAN and PLAN data and supervisor observations to collect data. This year the schoolplaced a focus on quality literacy and numeracy programs through whilst providing quality hands–on lessons.

– Increased staff capacity to develop effective mathematics programs through professional learning maths sessions. Themaths committee has built teacher capacity in Barnier Active Maths to ensure staff have a thorough understanding ofclassroom practices including programming, lesson delivery and student engagement.

– Provided Training and Development to up skill staff on implementation of grammar and punctuation practices throughwriting.

– Held Guided Reading Training across the school to build staff capacity and enhance student reading outcomes.

– Conducted a parent education workshop to understand their child’s NAPLAN results to help inform parents about howthey can identify weaknesses and strengths in their child/children’s learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Increased number of studentsperforming in the top two bandsin NAPLAN testing.

In 2016, 95% of Year 3 students achieved readingresults at or above National Minimum Standards.

$13,000

Next Steps

In 2017, Barnier Public School will ensure the schools 3–year plan remains on track by providing high quality educationaloutcomes.

This will be completed through:

– The continuation of quality hands–on literacy and numeracy lessons. In 2016, two external consultants will beemployed to focus in the effective teaching of literacy and numeracy. The school will continue to survey, reflect,self–assess and gather data to ensure the effective implementation, planning and delivery or lessons. In 2016 NAPLANgrowth continued to see improvement and we hope to replicate this in 2017.

– The school providing state of the art 21st century infrastructure that supports student learning. Our students live amodern high tech world and we continue to provide this environment to our students. By enabling our teachers to bemobile in a flexible learning environment, our students are given opportunities to collaborate and inquire whilst beingprovided with immediate feedback.

– A focus placed upon high expectations and collaborative inquiry based learning practice. The NSW Syllabus for theAustralian Curriculum places a focus on student inquiry and over the past two years we have continued to provideopportunities for our students to develop their skills in researching, collaboration and critical thinking. In 2017, the schoolwill continue to self–evaluate and reflect on lessons through observations and external walk–throughs.



Developing Quality Professional Practices

Purpose

Embedding and implementing explicitly targeted and engaging professional leadership and learning.

Teachers have the capacity to provide a curriculum which meets the diverse needs of our students by engaging inprofessional learning to provide pedagogy for the 21st century.


This year the school introduced a thorough ongoing self–assessment and reflection process to evaluate progress forStrategic Direction 2 of the School plan. Along with the ‘Tell Them From Me’ survey, the school drew on a parent forum,student and teacher surveys, NAPLAN and PLAN data and supervisor observations to collect data. This year the schoolplaced a professional learning focus on ensuring a deep understanding of quality teaching.




Evaluations of teacherprofessional learning will confirmhigh levels of confidence andimplementation by teaching staff.

Survey results, Early Career Teacher Mentorfeedback and External Validation data indicatesteachers feel more confident with professionallearning around school targets and ProfessionalDevelopment Plan goals.

$66,000 for Early CareerMentor 3 days/week

Next Steps

In 2017, Barnier Public School will ensure the school’s 3–year plan remains on track by continuing to develop ourteacher’s professional practices.


– The development of a shared deep understanding of the DEC quality teaching document. With external consultantsupport, teachers will focus on elements of the document to ensure complete understanding on embedding elements intoteaching practice. Through collegial stage discussions, mentoring, lesson observations, walkthroughs, demonstrationsand in–class support, teachers will feel confident using the document and data should indicate improved teacher capacityin lesson delivery.

– The school will continue to provide opportunities for staff to develop themselves professionally through theimplementation of professional goals. Teacher workshops and training and development sessions will be delivered tosupport each teacher’s development. This will result in teachers having individual plans and confidently deliveringinnovative quality lessons.

– Setting high student expectations in academic results and behavioural outcomes. In the 2016 'Tell Them From Me'survey, 84% of parents indicated that their students knew school expectations and these were delivered consistentlyacross the school. Through the revision of online Learning Management Business Review (LMBR) systems and thecollection and analysis and data, we aim to ensure students are provided with a safe environment that is conducive tolearning. Year 5 students will complete the Student Leadership in Primary Schools (SLIPS) program to prepare them asfuture leaders of the school with current leaders attending leadership workshops to further their development as youngcitizens of the community.

– The provision of training and development courses both internally and off–site. With the endless supply of technologicaldevices in the school, staff will be provided opportunities for training and development on implementation, programmingand innovative practices. Where appropriate, external conferences will be sought whilst time will also be allocated forstaff to work with an experienced mentor in–class. Through the analysis of teacher and student surveys and programchecklists, an increase in confidence and the embedding of innovative practices will be evident.



Enhancing Organisational Effectiveness with Engaged Community Partnerships

Purpose

To create a school culture that is professionally supportive, proactive and strengthens community partnerships throughthe implementation of effective communication frameworks.

The school community works in a diligent and sustainable way to embed a system of values that continues to build ahighly developed culture of success.


This year the school introduced a thorough ongoing self–assessment and reflection process to evaluate progressfor Strategic Direction 3 of the School plan. Along with the student, teacher and parent ‘Tell Them From Me’surveys, the school led additional parent engagement surveys, as well as a ‘Parent Forum’ to collect data.

This year the school placed an emphasis on strengthening partnerships with the parent body and widercommunity, educating parents on current curriculum teaching practices and celebrating the success and achievementsof students with the wider school community. This involved implementing 21st century communication tools andprocedures; conducting parent education workshops on daily classroom practices; and celebrating student behaviour,academic and extra–curricular success. Some of our achievements include:

– 100% of classes and staff members have contributed to the school newsletter to communicate events.

– 100% of school committees contributed to the school newsletter to inform the community of current teachingand learning programs.

– 170 parent subscriptions to the digital school newsletter

– Social media and the school website regularly receive between 2,000 and 3,000 views per week across a wide varietyof pages.

– Coffee Morning forums has increased the school’s parent body and parents regularly attend to discuss schooland P&C agenda.

– Over 400 Grandparents attended ‘Grandparents Day’. This has strengthened the school’s partnership with the widercommunity and has created community awareness of the important role families have in schools and education.

– Conducted Parent education workshops on Assessment and reporting procedures, and NAPLAN analyses.

– Implementation of the ‘Playground Hero Award’. These awards are given to students to celebrate positive behaviourin the playground.

– Established new community partnerships through the school’s community outreach program with Quakers Hill NursingHome. Students regularly visit for the Easter Hat Parade, school choir and school leadership events.




Staff are part of a widercommunity of excellent practiceto facilitate the best learningoutcomes for students.

Tell Them From Me Survey and P.A.R.K Analysisdata as well as inclusion in Blacktown LearningCommunity and the introduction of English andmathematics consultants enabled staff to receive awider professional scope.

$4, 050

Next Steps

In 2017, Barnier Public School will ensure the school’s 3–year plan remains on track by continuing to develop our


positive partnerships with the community.


– Revising and improving current communication with parents and the wider community. Including community outreachprograms, the redesign of the school newsletter, and networking opportunities for parents. The school will embraceregular opportunities to celebrate and communicate student achievements through the website, social mediaand assemblies as well as participating in external events, including Blacktown Music Festival.

– Educating parents on our current curriculum focus areas. These include parent information workshops across a broadrange of topics, parent/student homework evenings. Meet the teacher information nights and regular video updates onour website. Information will also be presented on the school website for parents unable to make sessions.

– Implementation of a community team by assigning responsibilities to members of teaching staff, administrative staff,students and parents. The delegation of responsibility will provide established roles and responsibilities and morestreamlined communication between students, staff and parents.

– Developing and refining our reporting to parent procedures. We will develop our report format for students withdisabilities and students who have lived in Australian for less than 12 months, as well as, reporting through PLAN,3–way conferences and student self–assessment booklets.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading – Throughout 2016, Barnier Public Schoolhas maintained and continued meaningfulrelationship, based on respect with membersof the Aboriginal community. Barnier PublicSchool has continued to devise andimplement programs to enhance theacademic achievement of all Aboriginalstudents.

– 100% of Aboriginal students have apersonalised learning plan and personalgoals.

– All teachers have attended ProfessionalDevelopment and have an awareness of the 8ways of learning framework.

$13,718

$2,390 (NORTA NORTAScholarship)

English language proficiency – Barnier Public School has increased EAL/Denrolments in 2016 to 46.9%. Students comefrom varying backgrounds and the majority ofour students speak Punjabi, Hindi, Gujarati,Tagalog and Urdu as their first language.

– Support for EAL/D students has continuedto be allocated on needs based data collectedfrom the EAL/D Annual Survey. Teachershave identified students in their class whorequire additional language support andcollaborative programs have been designedto help these students achieve set outcomes.

– Support delivery has been in the form ofup–skilling teachers through professionaldevelopment training, in–class support andwithdrawal sessions.

– The EAL/Budget allocated this year wasspent on purchasing eight iPads. These wereused to assist students with their languageacquisition through quality apps and toenhance their technology skills.

$21,047 (resources)

$163,233 (staffing)

Low level adjustment for disability LST referral form to be reviewed $142,829 (staffing)

$49,261 (flexibly)

$37,285 (SLSO staffing)

Quality Teaching, SuccessfulStudents (QTSS)

In 2016, QTSS funding was utilised to provideadditional support to 16 early–career teachersin Literacy and Numeracy.

– 77% of teachers who participated in theMentoring program have completed or are inthe process of completing accreditation atProfessional Competence.

– 92% of teachers who participated in theMentoring program stated that demonstrationlessons provided have been ‘extremelyuseful’ in improving teacher capacity.

– Teachers involved in the Mentoring programwere provided with timely and constructivefeedback allowing for reflection of teaching

$65,007 (staffing)


Quality Teaching, SuccessfulStudents (QTSS)

strategies and ideas for differentiationthataddresses student need.

– 100%of teachers involved in the Mentoringprogram reported in the end of yearsurveythat their individual needs were identified andcatered for and that the program has beenbeneficial in assisting with progression towardprofessional learning goals.

– Early Career teacher support sessions wereheld every 5 weeks allowing forself–reflection, peer feedback, andprofessional dialogue about NSW Syllabusdocuments and assessment practices thatdrive quality teaching and learning programs.

$65,007 (staffing)

Socio–economic background – Increased student participation andengagement in learning through the purchaseof 21st century technological devices.

– All staff engaged in ongoing professionallearning that built teacher capacity in theeffective implementation and utilisation oftechnology throughout literacy and numeracyteaching programs.

– Student assistance provided for studentswhere appropriate.

$35,688

Support for beginning teachers In 2016, three teachers received beginningteacher funding. Each funded teacherreceived an extra RFF allocation equivalent tothe funding supplied. During this time,teachers completed a 5 week programconcentrating on their personal goals whilstself–reflecting, obtaining peer feedback,communicating through professional dialogueand completing observations. If was evidentthrough this program that the teachersdisplayed:

– Improved knowledge of and capacity toembed the Quality Teaching Framework intoteaching and learning as demonstratedthrough teacher feedback observations.

– Improved knowledge of and ability to useNSW Syllabus documents to drive qualityteaching and learning as indicated throughcollection of 5 week programs.

$21,537 (staffing)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 419 454 455 461

Girls 382 394 383 381

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.3 95 93.7 93.5

1 94.7 95.7 92.5 93.7

2 94.8 95.3 93 94.6

3 94.9 95.3 92.5 93.5

4 94.7 94.7 92.6 93.9

5 94.5 94.5 93.1 91.8

6 94.3 93.4 91.8 91.5

All Years 95 94.9 92.8 93.3

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

Management of non-attendance

Barnier Public School work closely with parents throughopen communication via email, letters, andface–to–face meetings to strongly encourage studentsto be at school on time each morning ready to startlessons. New Kindergarten parents receive Departmentof Education (DoE) fact sheets at the start of each year,stipulating attendance expectations and these areregularly included in whole school newsletters.Teachers closely monitor class attendance through theDoE electronic roll marking system known as EBS4.Staff are diligent in applying the DoE SchoolAttendance Policy to ensure students attend regularlyand on time. This year the principal greeted students atthe office to encourage late–comers to be punctual.The number of late–comers decreased slightly;

however, punctuality still remains a concern. Theschool has been working closely with the Home SchoolLiaison Officer to implement strategies incommunicating the importance of students being atschool on time.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 31.91

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.4

Teacher Librarian 1.4

Teacher of ESL 1.6

School Administration & SupportStaff

5.17

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

There was 1 permanent staff member of Aboriginal orTorres Strait Islander descent employed at BarnierPublic School during 2016.

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 10

Professional learning and teacher accreditation

In 2016, all staff participated in regular professionaldevelopment. These sessions included:

– English

– Maths/Numeracy


– English as Additional Language/Dialect

– Technology

– History and Geography Syllabus Implementation

– Spelling

– Guided Reading

– Workshops in line with personal goals

A support network continued in 2016 to assist staff incompleting accreditation requirements. An experiencedstaff mentor led this network and provided staff withprofessional development on the requirements of Boardof Studies Teaching and Education Standards(BoSTES) accreditation.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2016 to 31December 2016.

2016 Actual ($)

Opening Balance 644 719.61

Revenue 6 319 198.47

(2a) Appropriation 5 896 473.04

(2b) Sale of Goods andServices

94 633.35

(2c) Grants and Contributions 320 870.42

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 7 221.66

Expenses -6 308 512.45

Recurrent Expenses -6 087 532.55

(3a) Employee Related -5 393 549.04

(3b) Operating Expenses -693 983.51

Capital Expenses -220 979.90

(3c) Employee Related 0.00

(3d) Operating Expenses -220 979.90

SURPLUS / DEFICIT FOR THEYEAR

10 686.02

Balance Carried Forward 655 405.63

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 5 203 832.99

Base Per Capita 45 416.84

Base Location 0.00

Other Base 5 158 416.15

Equity Total 463 061.14

Equity Aboriginal 13 718.38

Equity Socio economic 35 687.86

Equity Language 184 280.15

Equity Disability 229 374.75

Targeted Total 97 410.72

Other Total 46 249.77

Grand Total 5 810 554.63

Further details concerning the statement can beobtained by contacting the school.

School performance

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 skillsand understandings demonstrated in theseassessments.

Our Year 3 students are performing well above Stateaverage in the areas of spelling and grammar &punctuation. We have equal to or less children belownational minimum standards across all areas of literacy.An area for future focus would be reading as we aresitting below state expectations.

Our Year 5 students are performing well above Stateaverage in the areas of writing, spelling and grammar &punctuation. We have equal to or less children belownational minimum standards across all areas of literacy.The strongest area of growth from Year 3 to Year 5 forthis group of children was in the area of grammar &punctuation. As for Year 3, an area for future focuswould be reading as we are sitting below stateexpectations.



Only 2% of our Year 3 students are below nationalminimum standards, compared to 5% of the State. Ourschool’s results for data, measurement, space andgeometry are slightly stronger than our results innumber, patterns and algebra. Overall; however, ourresults across all areas of numeracy are below Stateaverage.


As with Year 3, our Year 5 results for data,measurement, space and geometry are stronger thanour results in number, patterns and algebra. Year 5numeracy results are also below State average as isour growth from Year 3 to Year 5 for this group ofstudents. On a positive note, our school's growth fornumeracy between Year 5 and Year 7 is the highestarea of growth for that group of students and we haveshown an increase of over 50% in this area over thelast 2 years.

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. In2016, Barnier Public School conducted numerousparent and student surveys (Tell them from Me Surveyand internal school surveys), in addition to hosting aparent forum evening to gain an understanding of ourcommunity’s opinions. The data received provides theschool with constructive feedback and valuableinformation on the communication, education andcelebration structures in the school.

The results were extremely positive with the followingsummary of results: The Parent Engagement surveyrevealed the positive school data; • 88% parents believe the school is a welcoming

and safe place. • 82% of parents believe that the school involves

the community in contributing in school wideprograms.

• 85% of parents believe that the school providesthe community with opportunities to be involved inevents.

The Tell Them From Me Student Engagement surveyrevealed the positive school data; • 82% of the girls and 77% of the boys had a high

sense of belonging. • 90% of the girls and 89% of the boys had positive

relationships. The NSW Government norm forgirls is 88% and for boys is 83%


• 98% of the girls and 96% of the boys valuedSchool Outcomes. The NSW Government normfor girls is 97% and for boys is 94%.

• 97% of the girls and 87% of the boys feltthe school dealt with positive student behaviour atschool. The NSW Government norm for girls is91% and for boys is 75%.

• 89% of students tried hard to succeed. The NSWGovernment norm for these years is 88%.

Policy requirements

Aboriginal education

Children who are of Aboriginal or Torres Strait Islanderheritage have been identified and their progress, bothacademically and socially, is monitored throughpersonalised learning plans with support being providedto those students and teachers accordingly. Thesepersonalised learning plans were devised incollaboration with the teacher, student and parents.

The school Aboriginal Education coordinator, Mrs JoanMarks, has trained on the 8 ways of learning, which isa pedagogy framework that allows teachers to includeAboriginal perspectives by using Aboriginal learningtechniques. Teaching through Aboriginal processes andprotocols, not just Aboriginal content, validates andteaches through Aboriginal culture and may enhancethe learning for all students.

NAIDOC

In 2016 NAIDOC week celebrations were a resoundingsuccess. A special workshop was arrangedthat enabled students to participate in hands–on,interactive experiences that commemorated Aboriginalculture. The students were split into stage groups totake part in five interactive rotations. The ‘Earth, Windand Fire’ experience provided students with theopportunity to experience:

• Artefacts, Weaponry, Bush Survival

• Aboriginal Face Painting

• Aboriginal Song and Dance

• Didgeridoo Show and Storytelling

• Aboriginal Art (On Canvas)

The day continued with different stages completingactivities that highlighted and celebrated Aboriginalculture in their own classrooms.

ENHANCING COMMUNITY RELATIONS WITHQUAKERS HILL HIGH SCHOOL

In collaboration with Quakers Hill High School,Aboriginal students were invited to attend four–dayworkshop across 2016 to be held on the grounds ofQuakers Hill High School. Workshops run were basedon:

• Cultural Dance and Music

• Family Day

• Sacred Animals

• Community Links

These workshops were free and run by externalAboriginal Practitioners/Elders with parent/communityinvolvement in the sharing of knowledge and tradition inthe running of these workshops. One day involved acultural experience run by Koomurri tribe., as well asgender based activities where boys learn how to playthe Didgeridoo and girls make jewellery with beads.

Multicultural and anti-racism education

This year the school has reviewed its teaching andlearning programs to ensure cultural inclusivitypractices are embedded. In addition, programs fosterunderstandings of culture, cultural diversity, racism andactive citizenship within a democratic, multiculturalsociety. The school's anti–racism officer has enrolled inprofessional development to conduct further training forall staff. The school welfare policy includes positivebehaviour expectations for celebrating a variety ofcultures and differences and has consequences foradverse behaviour.

The whole school participated in Harmony Daycelebrations, which included class based activities thatencourage inclusivity, empathy and positivecommunication and respect for all cultures andsocieties. The annual talent show encouragesperformances from all cultures and this year 5multicultural groups performed items from their countryof origin. A range of strategies have been incorporatedin the school's communication with parents andcommunity members from culturally diversebackgrounds. These included; increased use ofinterpreters, school events incorporating culturallysensitive food options and the distribution ofmulti–lingual information sheets. As a result, thesestrategies are strengthening parent and communityengagement in school activities.

Other school programs

Senior Dance

The Barnier Senior Dance group consisted of 17students from Stage 3. This year the students weretaught by Miss Scholes and Mrs Bennett and weretaught choreography to a song called ‘Juicy Wiggle’ byRed Foo. The students spent each Monday lunchtimerehearsing and preparing for their externalperformances at Blacktown Performing Arts Festivaland Quakers Hill High School Creative and PracticalArts Festival. The dance group enjoyed participating inboth of these performances and showcasing theirdance to the local community. They were able to exhibittheir exceptional dance skills at these performances.


The Senior Dance group were also lucky enough toperform at some school events including whole schoolassemblies and the end of year assembly. Theyperformed at each event with enthusiasm and tookgreat pride intheir dancing abilities.

The Senior Dancers should be proud of theirperformances this year and have made their danceteachers proud with their commitment and overalldedication to the dance group.

Debating

At Barnier Public School, in addition to preparing ourstudents well academically, we must also prepare themfor life after school. Debating is a wonderful activity forstudents because they develop skills in the areas ofresearch, creating a sustained argument, presenting apoint of view, and rebuttal. This is available to Year 5and Year 6 students and it builds confidence, oralpresentation skills and team work as well as developmature thinking practices, persuasive and logicalarguments in a fun supportive environment. Debatingfosters skills far beyond the ability to speak in public. Itteaches students to take an objective view of issues, tobe aware there is an opposite point of view to theirsand to think quickly under pressure.

In 2016, the inexperienced members of theschool debating team attended an intensive debatingtraining camp held at Katoomba ConferenceCentre. The aim of the debating camp is to givechildren the skills required to write and compete indebates. This readied them for their participation in thechallenging and highly competitive Premier’s DebatingChallenge. Participation in debating competitions takesstudents out into the wider community. It enables themto demonstrate their commitment to their school and,just as importantly, to the teams they represent. Thisyear the school prepared two teams of mixedexperience from Year 5 & 6 who have beensuccessfully coached and trained by Mrs Joan Marksand Miss Sofija Egic.

School Choir

This year the choir consisted of 28 members fromYears 3–6. It was coordinated and conducted by MrsJoan Marks with Mrs Danielle Green. The school choirworked hard throughout the year to learn a variety ofsongs and perform at various school events includingANZAC Day, Reconciliation Day and EducationWeek. The choir proudly represented Barnier in acombined choir at Blacktown Performing Arts Festival(BPAF). The choir were fantastic role models at eachrehearsal at Lynwood Park Public School and on theperformance night at Wyndham College. The studentswere thrilled to see all the parents and family memberscome along on the night to support the students andwitness the wonderful talents and see the hard workand dedication by all the students. The students learntabout voice techniques and care and maintenance of

their voices at all rehearsals and thoroughly enjoyedthis musical learning experience. They practiced 11songs of different genres for the BPAF and sang eachsong beautifully and with confidence.

The School Choir also enthusiastically performed atBlacktown WestPoint during education week. Theywere very excited to perform at the venue and did anamazing job. The students ended the year with anamazing Christmas performance at the final schoolassembly. They should be extremely proud of all theireffort they have put into this year.

Gardening Club

In 2016, the Gardening Club was run by Mrs Hayhow,Mrs Sahin and Miss Paglia. Students participatedactively in weeding, watering and planting seeds everyMonday, Wednesday and Friday during first half oflunch.

Students were very excited to plant carrots, celery,parsley, beetroot, mint, snow peas and strawberries.

Participation by students was consistent. Studentsfrom all years across Kindergarten to year six wereexcited to join and worked hard to maintain the gardenbeds.


Documents

2016 Barnier Public School Annual Report - Amazon S3 · 2017. 5. 10. · Students at Barnier enjoyed our annual events – the Easter Raffle and Guessing Competition, Mothers’ Day