2016 Barrack Heights Public School Annual Report...such as Safe4kids; Kindness on Purpose; Choice Theory, Reality Therapy and Lead Management as well as working with the Warilla Community

Barrack Heights Public SchoolAnnual Report

2016

4501

Printed on: 15 May, 2017Page 1 of 22 Barrack Heights Public School 4501 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Barrack Heights 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

Barrack Heights Public School25 Hunter StreetBarrack Heights, 2528www.barrackht-p.schools.nsw.edu.aubarrackht-p.School@det.nsw.edu.au4296 4222

Message from the Principal

I am proud to lead the staff, students and community as the Principal of Barrack Heights Public School. Our sharedunderstanding is that our school exists to promote families, teachers and students working together to create a highquality, multifaceted community resource. Our school is a safe place to work and learn, where teachers care abouteducating the whole child and students are encouraged to participate to the best of their individual ability.

Barrack Heights Public School has a dedicated staff that work hard to provide relevant and engaging learning activitiesfor students in their care. We also aim to develop high moral values around cultural, linguistic and religious difference.

During 2016, all staff participated in a variety of Professional Learning including: Protective Behaviours (Safe4kids); K–2Literacy, Language and Learning (L3);Targeted Early Numeracy (TEN); Aboriginal Education; Adjusted/differentiatedLearning; Self–esteem and Wellbeing; Community Engagement; History and Geography Syllabus’; Mentoring andCoaching.

Barrack Heights Public School actively promotes its school motto, “Parents, Pupils, Teachers – Working Together.” Staffand community expectations are based on the five “You Can Do It” core principles of Confidence, Getting Along,Organisation, Persistence and Resilience. The school has in place a comprehensive and inclusive framework to supportthe cognitive, emotional, social, physical and spiritual wellbeing of students, which measurably improves individual andcollective wellbeing.

During the past 3 years, our targeted approach to learning and teaching as well as school engagement has deliveredboth expected and unexpected results. Our attendance data has improved and equals state averages; our teachers areconfident and passionate in their ability to meet the individual learning needs of every student in their class; our kids areengaged at school and often don’t want to go home on weekends; and our community is proud to share in oursuccesses.

During 2016, our school actively supported the national "I Give A Gonski" campaign, with both staff and parents workingtogether to bring attention to this much needed schools funding model. We are proud to have been included in theVolume 1 "Getting Results" report commissioned by the Australian Education Union, articulating the importance of equityin education, and that appropriate funding can and does make a difference.

I certify that the information provided in this report is the result of a rigorous school self–assessment and review processundertaken with staff, parent and student leaders and provides a balanced and genuine account of the school’sachievements and areas for development.

Sarah Rudling

Principal


School background

School vision statement

Barrack Heights Public School endeavours to be a centre of excellence in the community that values: • excellence in education through a diverse curriculum that is engaging, innovative and challenging; • a spirit of inclusiveness where diversity is supported and celebrated; • development of the whole child, where confidence and self–belief is nurtured; • a culture of mutual respect and shared partnerships in education; • a positive, safe and supportive school environment; • continuous self improvement for all; • a sense of self–worth, self–awareness and personal identity that enables a positive and lifelong contribution to

society.

School context

Barrack Heights Public School is located within the Shellharbour City Council local government area. The school has anenrolment of approximately 250 students from Kindergarten to Year 6. 23% of students are Aboriginal and 19% ofstudents have English as a Second Language. The school also hosts two support classes – Autism and MultiCategorical.

The school successfully caters for students from diverse language, cultural and socio–economic backgrounds. It aims todevelop the whole child and cater for individual differences, providing many programs to support specific needs.

Barrack Heights Public School is currently participating in the Early Action For Success strategy (commenced T2, 2014),the MALPA Young Doctors Program and works in collaboration with many non–government agencies, local charities andShellharbour City Council.

The school continues to build on quality teaching, learning and leadership practices with a focus on improving studentresults in literacy and numeracy. The school implements a dynamic, innovative and differentiated professional learningmodel to enhance teaching, learning and leadership practices across the school.

All our classrooms provide differentiated learning opportunities for each of our students, and are supported by programssuch as Safe4kids; Kindness on Purpose; Choice Theory, Reality Therapy and Lead Management as well as workingwith the Warilla Community of Schools.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school again undertook self–assessment using the elements of the School Excellence Framework. Theframework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of highquality practice across the three domains of Learning, Teaching and Leading. Staff reflected on the progress being madeacross the school as based on the expectations identified in the Framework. This proved to be an important process inensuring our improvement efforts align with the high level expectations from the NSW Department of Education.

In the domain of Learning, our efforts have continued to focus on developing programs and processes to identify,address and monitor student learning needs. All staff members understand that student engagement and learning arerelated. School programs address the needs of identified student groups (e.g. Aboriginal students, gifted students,students with disability and students for whom English is a second language). Our additional funding supported programsin Aboriginal Education; Alternate Learning; Adjusted Learning; Protective Behaviours; Self–esteem and Wellbeing;Literacy; Numeracy; Professional learning; Community Engagement; Mentoring and Coaching. In addition to this,extra–curricular learning opportunities supported student development, and were strongly aligned with the school’svision, values and priorities.


Expectations of behaviour continue to be explicitly taught to students through the You Can Do It (Habits of the Mind)Program and relate to all school settings such as classroom, playground, hallways, excursions and assemblies.Attendance rates have been regularly monitored and action taken to promptly address issues with individual students.Our school has made significant improvements in the attendance of students during the past four years. This is due to astrategic focus in educating both students and parents on the importance of regular school attendance, and arriving ontime to begin the day. Our percentage results have risen from 90.7% in 2012 to 93.7% in 2016.

There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring goodconditions for student learning.

In the domain of Teaching, whole school emphasis has been on understanding and meaningfully using new curriculumdocuments including English, Mathematics, History and Geography and learning continuums in Literacy and Numeracy.Teachers participated in individualised professional learning (Passion Projects) targeted to school priorities and theirprofessional learning needs. Teachers were also given additional time to work together to improve planning andprogramming, teaching and learning, in year groups and stages and were given time each week to access formalmentoring and coaching support to improve teaching and leadership practice. Teachers received constructive feedbackfrom school leaders and the principal in their attainment of professional learning goals as part of the school’sperformance and development processes and the DoE’s Professional Development Plan for teachers.

In the domain of Leading, our priority has been on developing coaching and mentoring processes to support andimprove teaching and leadership practice across the school. Additional Release from Face to Face (RFF) has beenprovided for both the executive team and staff to meet each week to discuss and review teaching and learning programs,evaluate student outcomes and collaborate efforts in school priorities and professional needs. Formal review meetinginterviews have indicated that this form of professional learning was both valued and strongly supported individual needof the staff across the school.

Our self–assessment process will further assist the school to refine the strategic priorities in our School Plan leading tofurther 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

Learning

Purpose

Learning is individualised to enable ongoing achievement • Individualised learning promotes meaningful engagement and accountability • Students are provided with identifiable learning intentions, backed by strategic, sequential learning experiences • Assessment incorporates tracking, monitoring and constructive feedback

Overall summary of progress

As a component of our schools inclusion in the Early Action for Success strategy, all staff K–2 are being trained inLiteracy, Language and Learning (L3) and Targeting Early Numeracy (TEN). This professional learning requires allstudent progress to be tracked on the Literacy and Numeracy continuums. The process has enabled us to achievesignificant progress in this strategic direction. Teachers are able to communicate effectively with parents and carersabout the individual progress of their child, and can make informed judgements about the effectiveness of their teachingand learning programs.

All staff have improved their professional knowledge, understanding and use of setting learning intentions for lessons.Students better understand and are able to articulate the characteristics of an effective learner, learning intentions andsuccess criteria and know what they need to do to keep improving. Student confidence is reflected in the Tell Them FromMe survey data (referenced below).

Extensive professional knowledge, effort and energy has been expended in ensuring that high quality plans andprocesses exist at Barrack Heights Public School to meet the demands of student need within the school. AdjustmentPlans, Personalised Learning Plans, Individual Learning Plans, Risk Assessments and Behaviour Plans for individualstudents have been collaboratively created between the Learning and Support Teacher (LaST), Learning and SupportTeam, teaching and support staff . All staff share the same knowledge and expectation for recording and sharing learningaccommodations across the school. Our processes are now being recognised as 'best practice' by other local schools,who seek advice and guidance in meeting the individual learning, social, emotional and behavioural needs of studentswithin their particular schools.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of learningaccommodations for studentswith identified needs arenegotiated and communicatedwith human and financialresources used strategically tosupport these accommodations

100% of students who had adjustment plans orlearning accommodations have this articulated inschool–based reports during Semesters 1 and 2. Allstudents were also identified and included in theNationally Consistent Collection of Data onStudents with a Disability (NCCDD). Through theLearning and Support Team, students are identifiedand supported by additional/specialist staff toengage them with equal learning opportunities astheir peers. Parents have identified that the school'sstructure and communication in learning support isboth helpful and supportive.

Aboriginal students work with AEW’s and LaST toimprove skill acquisition in Literacy andNumeracy. All Aboriginal students have an ongoingand parent endorsed PLP that reflects individualneeds, is documented, evaluated regularly andcommunicated to appropriate staff.

Students in Out of Home Care placements are wellsupported at Barrack Heights PS to ensure thatconsistency and a place of belonging are at theforefront of their often unstable lives. The Learning

$ 30 226 RAM Equity LowLevel Adjustment

$ 7 171 Norta Norta

$ 22 061 RAM EquityAboriginal Background

$ 13 835 OoHC

$ 9 820 RAM Equity EnglishLanguage Proficiency





100% of learningaccommodations for studentswith identified needs arenegotiated and communicatedwith human and financialresources used strategically tosupport these accommodations

and Support Team work closely with NGO's toensure that individual needs are met during schooltime. The complexity of these students and theirneed for ongoing support is often jointly funded byRAM Low Socio–economic funds. Barrack HeightsPS is seen by other schools and agencies as aleader in supporting students in OoHC.

ESL students work with specialist teacher toimprove English language acquisition at theirindividual point of need. Students developfunctional English quickly, and are well supportedby their peers to continue this learning in theclassroom and playground.

100% of students are achievingtheir personal, negotiatedlearning goals

The Alternate Learning Class continued to addresshigh proportion of students in Years 3–6 withsignificant behavioural and learning needs. At thecompletion of 2016, all of these students werere–integrated into a mainstream setting for 2017.

The Learning and Support Teacher worked withindividual staff members twice during the year tocreate ILP's, IEP's, PLP's, Risk and BehaviourPlans which were communicated to allstakeholders, including parents. Students K–6 wereplatted on both Literacy and NumeracyContinuums, with K–2 students updated each 5weeks.

Tell Them From Me survey data showed theintellectual engagement of students at BarrackHeights PS is greater than the NSW Governmentnorm. • 84% of students in the school were interestedand motivated; the NSW Government Norm forthese years is 78%. • 99% of students surveyed said that the quality oftheir instruction was engaging. NSW GovernmentNorm was just 92%. • Students rated Effective Classroom LearningTime 8.5 out of 10; the NSW pilot norm for theseyears is 8.1. • Students found classroom instructionwell–organised, with a clear purpose and withimmediate and appropriate feedback that helpsthem learn. Students rated rigour 8.7 out of 10 withthe NSW Government Norm just 8.2.

$130 733 IntegrationFunding Support

$50 000 RAMSocio–Economic

Staff actively plot and trackstudents progress within thecontinuums of learning andconsistently utilise data andfeedback to inform teachingpractice.

Students at Barrack Heights PS are achieving at orabove relevant grade standards across allcurriculum areas as measured by school reportingdata and PLAN, unless otherwise identified throughthe Learning and Support Team. During 2017,teachers were supported by the Learning andSupport Team to actively engage with identifyingthe individual learning needs of students who werenot meeting grade standards. This was assisted bya school employed Speech Therapist, collaborationwith Occupational Therapists, BehaviouralOptometrists, psychologists, GP's and attendanceat Professional Learning on dyslexia, receptive andexpressive language disorders.

$ 10 000 RAM EquitySocio–Economic





Staff actively plot and trackstudents progress within thecontinuums of learning andconsistently utilise data andfeedback to inform teachingpractice.

Many students were referred to the Learning andSupport Team, and subsequently entered into thedata collection for students with a disability(Nationally Consistent Collection of Data forStudents with a Disability). During 2017, 196students out of 250 (78.4%) were identified asrequiring some sort of adjustment to their learning.

Next Steps

This section includes future directions for 2017 and ensures the 3 year plan remains on track to provide high qualityeducational outcomes.

• Teachers continue to intimately know students within their class and provide individual learning accommodationsto meet these needs. Human and financial resources are used strategically to support theseaccommodations. Identified needs are negotiated, documented and communicated to parents, other school staffand external agencies as necessary.

• Professional learning teams lead targeted opportunities for collaborative learning to build effective practiceincluding peer observation and feedback.

• Students are demonstrating expected growth in learning at their identified stage of development as measured byschool performance measures. This includes, but is not limited to, placement on the Literacy and NumeracyContinuums.



Teaching

Purpose

Teaching practices are transformed to meet current educational reforms and incorporate global best practice • Teachers demonstrate current content knowledge in all Key Learning Areas with professional learning activities

focussed on building teachers’ understandings of effective teaching strategies • Staff are working collaboratively to improve teaching practice across the school, including formal and informal

mentoring and coaching • Staff are committed to, and can articulate, current educational reforms and how they relate to their teaching and

learning within the school


Teachers demonstrated increased confidence and understanding of effective teaching strategies to plan, deliver andevaluate lessons in all Key Learning Areas. Engaging in professional dialogue within and across stages during stage andwhole school planning days have led to consistency in understanding syllabus outcomes and making consistent teacherjudgements against them. Professional Learning in L3, TEN, TOWN and Super Six Comprehension have assisted in thisdevelopment.

All teachers have developed a Performance and Development Plan as part of the NSW DoE’s Performance andDevelopment Framework. Teachers are able to demonstrate their knowledge and understanding of professionalstandards and curriculum requirements through their practice and through supportive supervision. Regular coaching forthe sharing of professional practice, peer and self–reflection and giving and receiving of feedback for all staff hasattributed to increased teacher capacity and confidence in ability.

Staff are committed to, and can articulate, current educational reforms and how they relate to their teaching and learningwithin the school. Student wellbeing is enhanced through quality teaching practice, which is tied to the AustralianProfessional Standards for teachers. Lessons and learning opportunities are differentiated and include evidence basedteaching strategies. Teachers continue to extend their Aboriginal cultural knowledge and understandings, teachingpedagogy and community expectation in delivering high quality learning opportunities for Aboriginal students in theschool.




•All teachers reflect deeply ontheir Performance DevelopmentPlan, implementing and sharingtheir own ProfessionalDevelopment with colleagues informal and informal settings.

All teachers participated in coaching/mentoringsessions each week (additional 45 – 60 minutesRFF) with supervisor to discuss ProfessionalLearning goals.

All staff met with the Principal to discuss progress inpersonal Professional Learning during 2016. AllPDP’s were completed and validated by thePrincipal, linking Professional Standards met bystaff at Proficient, Highly Accomplished, Lead andsome using the Principal Standards.

$36 000 low SES funding

$4 500 TPL

• Professional Learning isaligned with the School Plan andindividual professional need, andis validated by school evaluationprocesses.

K–2 teachers trained in L3 and TEN

3–6 teachers trained in TOWN

All teachers engaged with "Passion Projects" duringTerm 1, 2 and 3. These professional learningprojects were researched over 8 weeks (1.5hs perweek) and then presented to the rest of the staff atextended staff meetings. Topics covered a widerange of research including dyslexia, girlseducation, vicarious trauma, author studies,

$16 000 EA4S

$ 25 000 TPL





• Professional Learning isaligned with the School Plan andindividual professional need, andis validated by school evaluationprocesses.

intrinsic vs extrinsic motivation just to name a few.Staff feedback in both TTFM and SituationalAnalysis interviews was overwhelmingly positiveand seen as highly valued for of PL.

Whole school professional learning includedprotective behaviours (Safe4kids), empathy(Kindness on Purpose), internal psychology (ChoiceTheory, Reality Therapy, Lead Management)

• Teachers continue to extendtheir Aboriginal culturalknowledge and understandings,teaching pedagogy andcommunity expectation indelivering high quality learningopportunities for Aboriginalstudents in the school.

Presented and developed workshops for theWollongong, South Coast and South CoastNetworks to share effective teaching strategies.The strategies that were presented were responsiveto the local community and cultural setting, linguisticbackground and histories of Aboriginal and TorresStrait Islander students.

Next Steps


• Teachers reflect deeply on their Performance Development Plan by actively engaging in planning their ownprofessional development to improve their performance and align with the strategic directions of the school. Theywork collaboratively with the school leadership team to collaboratively to improve teaching practice, includingformal and informal mentoring and coaching.

• All staff plan, implement and share their own Professional Development. Professional Learning is aligned with theSchool Plan and individual professional need, and is validated by school evaluation processes.

• Mathematics is a school (K–6) focus with the employment of additional Instructional Leaders to work with allteachers across the school.



Wellbeing

Purpose

Dedicated wellbeing and mindfulness practices embrace diversity, increase resilience and advocate life longsuccess

• Recognise and understand the effect of providing social and emotional learning programs have in reducing stressand increasing wellbeing

• All staff and students have the tools to develop positive mindset to realise his or her own potential • The school community engages with making a positive contribution to society promoting lifelong, positive, habits of

the mind


Barrack Heights Public School has in place a comprehensive and inclusive framework to support the cognitive,emotional, social, physical and spiritual wellbeing of students, which measurably improves individual and collectivewellbeing. This has been consolidated during 2016 with the continuity of a Student Engagement Team which includes:an additional Assistant Principal (off class); an additional SAO; two additional teacher mentors (2 days and 1 dayrespectively), Learning and Support teachers and additional School Learning Support Officers. This team has workedtogether to successfully enhance wellbeing and mindfulness practices across the school.

The school consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment. This is evidenced by our whole school approachand use of the You Can Do It program. All staff explicitly and consistently teach the Five Keys to Success (PositiveHabits of the Mind) throughout the year. Extrinsic reward systems are linked to the criteria for meeting these “keys” andstudents are encouraged to reflect on the effect of negative mindset and behaviour choices when poor behaviour isevident.

The engagement of Protective Behaviours educational specialist Holly–ann Martin from Safe4kids again in 2016addressed student, teacher and parent education in this area. The level of quality teaching and professional practice inthis area provided students with opportunities to connect, succeed and thrive at school, understanding risks and askingfor assistance when needed. School staff have become experts in currency of knowledge and requirements to meetobligations under Keeping Them Safe.

During 2016, Barrack Heights Public School became the second school in Australia to embrace the Kindness onPurpose program. Creator, Katrina Cavanough, developed the program in an attempt to proactively teach students theimportance of empathy as a counter balance to bullying and anti–social behaviour. The program has become so wellentrenched in the school ethos in it's inaugural year, that it has been the most highly valued program (evaluated byparents and students) that the school provides.

All staff were trained to the internal control theories of Dr William Glasser – Choice Theory, Reality Therapy and LeadManagement. This professional learning was a further attempt to build on the 'trauma informed' professional learning thatthe staff has been engaged in during the past 4 years. Elements of the Reality Therapy model and Choice Theory havebeen successfully incorporated into individual and group coaching and mentoring of disregulated students. Some staffare also using the Total Behaviour (Car) analogy to engage students in owning their behavioural choices.




• Continued excellence inharnessing the collective talentwithin the Student EngagementTeam, developing clear andeffective role statements andleadership in whole schoolwellbeing and engagement.

Student Engagement Team worked with studentsacross the school in a variety of settings andtargeted areas. 100% staff agreed (SituationalAnalysis 2016) that this team were effective andassisted whole school collegiality and well–being;money well spent.

$ 120 000 RAM EquitySocio–Economic

• Parents/carers engagepositively and support the values

Public Education Day – Aboriginal Education –celebrating our achievements and positively

$ 1 000





of the school. promoting our school’s use of additional funding.Parents, carers, family and community memberswere invited to share a picnic lunch with the staffand students. Following this, there was a specialassembly, where programs and student work wasshowcased. 50+ Aboriginal community memberswere in attendance including Elders.

Open day of learning – This concept was created toshowcase (to parents/carers) the daily, in–classengagement of our students in literacy andnumeracy activities. The school was open toparents and carers between 9.00 – 11.00am andthen again in the afternoon, with a special assemblywhere each class shared their learning with theschool. A sausage sizzle, cake, tea and coffeestalls sold items for parents to have a picnic lunchwith your children. The day was attended by over150 community members.

• Attendance data showscontinuous improvement andmeets annual State averages.

Attendance focus increased overall rates to 93.7%for 2016. This included a fortnightly “AttendanceCup” for best class, targeted teacher job role,frequent liaison with HSLO.

$ 500

• All staff engage with appropriateprofessional learning to enhanceunderstanding of and capacity tomeasurably improve individualand collective wellbeing andmindfulness.

All staff are familiar with and utilise philosophicalapproaches (Basic Intensive Training, Kindness onPurpose, YCDI) in working with students and theirfamilies. Feedback from TTFM Surveys andSituational Analysis report high student, parent andstaff satisfaction across all areas.

"Many students identified that the most importantthing that they learn at school are: being safe;respecting others; using the 5 Keys to Success;being kind; listening to teachers and having a realsay in decisionas that are made in the school."Situational Analysis December 2016

$34 339 Flexible Wellbeing

Next Steps


• Continued excellence in harnessing the collective talent within the Student Engagement Team, developing clearand effective role statements and leadership in whole school wellbeing and engagement.

• Parents/carers engage positively and support the values of the school, supporting students to step up to thechallenges life can bring and foster resilience, kindness and fairness in all endeavours.

• Attendance data shows continuous improvement and meets annual State averages. • All staff engage with appropriate professional learning to enhance understanding of and capacity to (measurably)

improve individual and collective wellbeing.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading

The employment of two AEW’s (AboriginalEducation Workers) 2 days per weeksupported Aboriginal students in the following programs: • Dedicated learning experiences andcelebration for NAIDOC Week, utilizing theskills and expertise of Community and Elders • Continued tutoring for individual studentsnot meeting National Minimum Standard inNAPLAN testing • Ngargins Yarn Up – focusses on student’sacquisition of their own Aboriginal heritageincluding history, art, dancing and connectionto land. • Ngargin Doctors (MALPA) – into it's thirdyear, the program aims to educate bothAboriginal and non–Aboriginal children in bothWestern and Indigenous health care –recognising the signs of sickness and havingthe knowledge to know where to go for help. Aboriginal programs at BHPS have been anoutstanding success and have receivedstrong support and approval from both theschool’s Aboriginal and non–Aboriginal

$ 44 984 RAM Aboriginal

$ 7 171 Norta Norta

English language proficiency A teacher was employed on a temporarybasis to target Phase 1, 2 and 3 students whoare enrolled in the school. This small cohortaccessed individual, group and in–classassistance throughout the year.

Students have successfully integrated into theschool, with functional English languageskills.

$ 9 870

Low level adjustment for disability Two teachers fulfil the staffing component forLearning and Support Teacher (LaST) rolewithin the school. One teacher works fourdays across the school – leading the Learningand Support Team, liaising with the SchoolCounsellor, OoHC providers, providing adviceand support to teachers, collating data andattending to the large volume of ILP's, IEP's,Risk and Behaviour Plans, writing AccessRequests, supporting the Special Ed Unit andchairing meetings with parents and carers.The other LaST works to support studentsbetween 9 – 11am each day in literacy andcontinues this support for Aboriginal studentsfrom 11 – 3pm two days per week.

Additional funds were used to employ anSLSO to work with students in classes.

Parent and student feedback through a wholeschool Situational Analysis (Term 4 2016)indicates that attention to catering forindividual student need by the school is seenas a positive, fair experience. Many parentsindicated that more funds are required in thisarea to meet the high student need within theschool.

1.2 Learning and SupportTeacher

$ 30 226


Quality Teaching, SuccessfulStudents (QTSS)

This (tiny) staffing position was absorbed intothe general staffing allocation, and withadditional funding (from Socio–economic background), all staff were released for up totwo days per term to work with theirsupervisor and/or Instructional Leader inliteracy and numeracy skill development.

0.09 Classroom Teacher

Socio–economic background A Speech Therapist was employed one dayper week to work with students in K–2 withexpressive and receptive language disorders.This was a highly valued use of funds.

The continuation of an "Alternate LearningClass" for students with behavioural,emotional and learning difficulties, expendeda large proportion of the budget. Both anadditional teacher and full time SLSO wereemployed to meet this need within our school.There was full support given to this initiativeby parents, teachers and students across theschool.

An additional class was created to reduceclass sizes across the school, particularlywithin 3–6. This decision was made by thestaff and endorsed by parents, due to the highindividual learning needs of the students.

All staff engaged in Professional Learningfrom the Glasser Institute in Choice Theory,Reality Therapy and Lead Management. Thiscontinues our work in becoming a 'traumainformed' school and having the knowledge,skills and understanding to cater for thediverse needs of our community.

0.3 Classroom Teacher

$ 303 987

Support for beginning teachers As the "beginning teacher" was 20 yearsexperienced, these funds were used forshared Professional Learning opportunitiesacross the school including Dyslexia training,Trauma and mental health conferenceattendance; literacy and numeracy initiatives;Environmental Education PL and cross schoolvisits.

$ 8 050

Early Action for Success The Instructional Leader worked alongsideteachers K–2, mentoring in the developmentof best teaching practice in literacy andnumeracy. All staff were trained in L3 andTEN. Funding was spent on the employmentof an full–time Interventionist (SLSO) as wellas casual teachers to cover L3 training days.All staff were given additional time (1hour)each week to meet with the InstructionalLeader to plan, program and track individualprogress of students.

Staff feedback (TTfM survey data) indicatesthat although the professional learningopportunities were highly valued, time awayfrom students and classes was a difficulty.

1.0 Instructional Leader

$100 104

Out of Home Care SLSO time was increased to provideindividualised support for the high number ofstudents who are in foster care placements.

$13 835


Out of Home Care This is becoming an area of increasing needwithin the school, and additional funds wereexpended out of other budgets to cater forthese students.

$13 835

Integration Funding Support Students who attract individualised fundingsupport accessed additional assistancethrough the employment of SLSO's during2017. Additional funds were used (fromSocio–economic Background) to employ up to3 full time and 4 part time SLSO's throughoutthe year.

Many of these students were included in the"Alternate Learning Class" and so, some ofthese funds were used to pay the salaries ofthose staff members.

$ 151 740

Flexible Wellbeing In 2017, Barrack Heights PS became thesecond school in NSW to join the Kindnesson Purpose Program. This initiative wascreated by therapist Katrina Cavanough toteach children the importance of empathy. Inaddition to paying Katrina to professionallydevelop staff in this program, a designatedKindness on Purpose teacher was employed(2 days per week)to facilitate the program andindividualise it to meet the context of ourschool. This teacher, also a trainedcounsellor, championed the program as wellas provide individual and group mentoringwith students who needed extra support toengage with others at school.

Across all evaluative measures, the Kindnesson Purpose program has exceeded expectedoutcomes, with the greatest profile of allstudent engagement programs run at theschool. Parents, students and staff supportit's inclusion in our suite of Wellbeing andMindfulness programs and practices(Strategic Direction 3).

$ 34 339


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 144 146 145 145

Girls 105 98 101 100

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.4 95.3 93 92.1

1 90.8 90.4 94.9 93.8

2 92.5 92.3 92.9 95.4

3 89.5 93.5 92.4 94

4 91.9 89 94.7 93.6

5 89.5 92.7 90.2 93.8

6 90.9 89.8 93.4 93

All Years 91.4 92 93.2 93.7

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 8.95

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 1.2

Teacher Librarian 0.6

School Administration & SupportStaff

4.47

Other Positions 0.39

*Full Time Equivalent

At Barrack Heights Public School, RAM funding allowedus to employ two part time (2 days per week) AboriginalEducation Workers. We are well supported by thevoluntary work of Elders and parents in our community.

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 12

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

Financial information

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

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

Due to the rollover from Oasis to LMBR, this financialinformation is from the Annual Financial StatementYear Ended 30th November 2016.


Income $

Balance brought forward 729 792.94

Global funds 212 524.48

Tied funds 741 800.09

School & community sources 58 276.36

Interest 14 431.06

Trust receipts 27 621.91

Canteen 0.00

Total income 1 784 446.84

Expenditure

Teaching & learning

Key learning areas 8 108.26

Excursions 18 290.53

Extracurricular dissections 22 884.06

Library 230.00

Training & development 37 810.84

Tied funds 512 079.76

Short term relief 38 297.52

Administration & office 32 339.17

School-operated canteen 0.00

Utilities 35 793.36

Maintenance 18 910.88

Trust accounts 54 164.11

Capital programs 0.00

Total expenditure 778 908.49

Balance carried forward 1 005 538.35

The information provided in the financial summaryincludes reporting from 1st December 2015 to 30thNovember 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 1 021 799.51

(2a) Appropriation 1 015 443.35

(2b) Sale of Goods andServices

2 737.25

(2c) Grants and Contributions 3 232.00

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 386.91

Expenses -183 575.02

Recurrent Expenses -183 575.02

(3a) Employee Related -148 902.20

(3b) Operating Expenses -34 672.82

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

838 224.49

Balance Carried Forward 838 224.49

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

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

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

Barrack Heights Public School employs manyadditional staff and programs. To meet these ongoingcosts, funds are held over to manage salaries duringthe end of the year, into the following year ($300 000).In addition to this, it is planned that during 2017 manycapital works plans will be completed, including theinstallation of a new digital school sign ($20 000),refurbishment of the library and staffroom (furniture andbooks to the value of $100 000) and continuation ofwhole school wellbeing programs (140 000).

Financial summary equity funding

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


2016 Actual ($)

Base Total 1 650 720.65

Base Per Capita 13 420.66

Base Location 0.00

Other Base 1 637 299.99

Equity Total 549 218.48

Equity Aboriginal 52 154.38

Equity Socio economic 334 592.91

Equity Language 9 820.13

Equity Disability 152 651.06

Targeted Total 439 684.23

Other Total 45 567.46

Grand Total 2 685 190.82

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

School performance

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.

Year 3 results in reading show a continued decline instudents in the lowest Band (1) from 17.1% in 2014 tojust 3.3% (one student) in 2016. This trend of adeclining percentage of students not meeting NationalMinimum Standard in across all areas of Literacy ispleasing. During 2017 and 2018, more attention andfocus will be put into moving the "middle to the top" asper the Premier's Priorities.

Year 5 results are concerning across all areas ofliteracy. This may be explained by the large proportionof students (in this cohort) with confirmed disabilitiesand/or additional needs who sat the NAPLAN testswithout the support they normally access within ourschool.



In both Year 3 and Year 5, school results in numeracyhave shown a reduction in the number of students at orbelow Minimum Standard – Year 3 2015 43% to Year3 2016 32%; Year 5 2015 58% to Year 5 2016 43%.This is encouraging, however the results of students inthe top two Bands are minimal. This area will beaddressed in 2017, with the engagement of twoInstructional Leaders to support both Literacy

and Numeracy across the school.

During 2017, work that has been commenced throughthe Early Action for Success reform will be enhancedby the employment of two additional InstructionalLeaders to further engage the school with Premier's


Priorities: Improving education results and StatePriorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands.

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Parent/caregiver, student, teachersatisfaction

During Term 4, 2016 consultant Steve Galbraith heldfocus group discussions and interviews with a range ofschool stakeholders. The purpose of these interviewswas to consider whether opinions about the school’sdevelopment and strategic directions are changing orcontinuing as ascertained in relation to previous schoolplans and evaluations. This consultation is also part ofthe school’s keen efforts to listen to the views and ideasof teachers, parents and students.

Parent/caregiver feedback • Parents identify the school as a place that makes

changes as needs arise; tries hard in all it does;and is accommodating, supportive and helpful toparents and students

• Most parents would recommend the school toother people

• Parents say that their children love the school andare keen about their teachers. Friendships arevery important to the children.

• The extra–curricula activities of the school arevalued as adding extra interest and experiencesto the children’s learning. Some parents wantmore excursions – at least one a year.

• Parents notice that there are children at theschool with sometimes concerning behaviourissues. The school works hard to deal with thesechildren.

• Many children have learning challenges. Wherethere is additional funding to assist, the school isseen as usually addressing the learningproblems.

• Parents interviewed were all able to relate to theneed for the school to cater to and spread itsresources and time to attend to the needs of allstudents across the school. Nevertheless, itappears every parent is vigilant is observingwhether their child/ren are receiving what theyfeel is sufficient teacher and school attention andopportunities.

• The Aboriginal education program with itsattention to Indigenous culture is viewed as beinghighly effective.

• Homework is variable from class to class. Whilesome parents want homework for their childrenothers identified that it causes stress at home.

• The Kindness on Purpose program is admired. Student feedback • Nearly all Barrack Heights students enjoy coming

to school. Many children say they are proud to bea student at the school.

• Students relate to a wide array of favourite thingsthey like learning and doing at school. Theseinclude: maths; spelling; projects; art; and

science; lots of friends to play with; seeing myfriends; fun with teachers; the Principal; teachershelp us if we get something wrong; just coming toschool and being able to learn; sport; playingfooty in the playground; and the play equipment.

• In identifying what they believe are the mostimportant things students learn at schoolresponses included: science; maths; reading;research using computers and Chrome Books(some students see books best use in researchwhen technology doesn’t work!)

• Many students identified important values andbehaviours of the school, such as being safe;respecting others; learning something new;always use the 5 Keys to Success; be kind; beinga Kindness Ambassador is a respected position totry to attain; respect everyone; listen to ourteachers.

• Older students identified that they appreciatehaving a real say in decisions about their school.The student Parliament has a long–time standingin the school providing student voiceopportunities. Students can identify other meansof doing good service and being recognised forgood acts such as through Kindness on Purposeand being responsible for being a sportsequipment monitor. Students like the chance todo fund raising for good purposes.

• Older students are capable of discussingthoughtfully the use of rewards at school andwhether these various awards and programsmotivate them to be better students and people.Some students are able to consider their higherlevel ability to be good and do good without thelure of a reward or public recognition. Olderstudents identified that awards and rewards arestill important for younger students.

• Students are admiring of the opportunitiesprovided for Aboriginal students in the school andthat it is good for all students to learn about and torespect Aboriginal culture.

• Students identified an array of programs thatoccur across the school to cater to students’learning, socialization and behaviourdevelopment. Some of these programs are opento all students, some to girls, some to boys, someto Aboriginal students, and some to children whohave achieved in particular ways such as throughshowing kindness to others.

• Students say they generally feel safe at school,that bullying is not a major issue and that theylearn strategies to deal with teasing and bullying.Older students are able to talk about poorlybehaving students often seeking attention andmaking bad choices, that they need to be taughthow to get respect.

• Nearly all students say their parents like BarrackHeights School and that they are happy theirchildren attend the school. Parents like theteachers. Some parents do worry about the poorbehaviour of some students and when bullyingoccurs. Some students are aware that theirparents have little direct connection to the school.

• Year 6 students appeared to be quite pleasedwith their transition preparation for going to highschool.


• Of the 36 students who participated in studentfocus groups there was a high level of confidenceand being articulate in expressing viewpoints,even among the youngest student groups.Students were polite and attentive to hearingeach others’ responses.

Teacher feedback • Barrack Heights Public School is generally viewed

as a welcoming place for teachers, especiallythose new to the school. The school offers anarray of services and opportunities to its studentsand their families. The dedicated staff go beyondwhat could be expected of them.

• Students do have a stronger focus on school as aplace for learning than was the case some yearsago. Some children get quite excited aboutlearning in several areas including writing andmaths.

• The approach to structure and responsibilities ofthe Leadership Team in 2016 has been generallywelcomed with several teachers and executivesaying the more fluid approaches to sharing,supervising and leadership are positive.

• The school continues to draw upon theenthusiasm and growing experience of youngerteachers and the wisdom and know–how ofteachers with many years of service.

• Teachers identify that most students at BarrackHeights are good members of the school whoseldom cause a problem and whose main focus islearning. A small minority of students exhibithighly challenging behaviours that would beunacceptable in any school. A disproportionateamount of staff energy, focus and time is spent onthese students. Often the longer–term results areencouraging. For some students causes such asfamily dysfunction and mental health issuesrequire interventions beyond school resourcesand capabilities.

• The level of training and support in K–2 in literacyprograms is very strong with teachers feelingconfident and well supported. Through the EarlyAction for Success strategy and work of theInstructional Leader much teacher attention hasfocused on effective teaching and learningstrengthened by practical use of student data.

• Students and teachers benefit from the growinguse of technology that is increasingly used as alearning enhancement.

• Teaching staff deliver a wide array of programsand several teachers use specialized skills androles to assist in addressing the spectrum oflearning needs.

• The value and success of Aboriginal educationprograms across the school is appreciated by allstaff with benefits identified for both Indigenousand non–Indigenous students. An ongoingconsideration is the extent to which Indigenousstudents can potentially be out of their regularclass activities with a resulting challenge for themto keep up with classmates in some areas oflearning.

• Several teachers identified that the level ofcommunity engagement with the school is lowalthough families have shown keenness to attendspecial assemblies and school events.

• Most teachers have appreciated theiropportunities for professional learning and growthin 2016. Most teachers have valued the particularPassion Project/s undertaken.

• While most teachers have found the suite ofprofessional learning in the past 12 months or souseful, teachers say there is a cost in terms oftime away from your class and your schoolresponsibilities. Students’ learning and behaviourmay be more unsettled by these changes toroutines.

• Behaviour management continues to be a crucialchallenge to many teachers. The ‘bus stop’approach to dealing with challenging students isseen by many teachers as alleviating the burdenof constantly dealing with particular students whocan be disruptive and oppositional and whosebehaviours are detrimental to other classmembers. Teachers don’t see this time outapproach as a long–term solution but one thatdiffuses escalating situations and gives teachersand students temporary ‘release’ from what canbe volatile circumstances.

• Some teachers feel morale is below where itshould be and some blame paperwork(Departmental administrative responsibilities) andconstant workloads and expectations of teachersfor this morale situation.

• The Principal is seen as hard working and highlycommitted to the school’s success. The approachto leadership in terms of its distributive approachand the way the Leadership Team operates haschanged in 2016 from the previous approach.These changes are welcomed by most membersof the Leadership Team who see the approach asmore open and inviting to members to use theirinitiative and develop skills and experience.

Policy requirements

Aboriginal education

Barrack Heights Public School received Aboriginalbackground funding in 2016. Our plan included:

• 2 AEW’s (Aboriginal Education Workers) 3 days perweek to support Aboriginal students and programs inthe school

• Dedicated learning experiences and celebration forNAIDOC Week, utilizing the skills and expertise ofCommunity and Elders

• Continued tutoring for individual students notmeeting National Minimum Standard in NAPLANthrough using Norta Norta funds, PersonalisedLearning Plans and additional support from theLearning and Support team.

Personalised Learning Plans

In 2016, students, teachers and families continued towork together in consultation, to develop PersonalisedLearning Plans (PLP) for all Aboriginal students.Personalised learning recognises students’ individualstrengths, needs and goals and then tailors learning to


meet individual specific needs. PLP’s are monitored,reviewed and revised throughout the year. Commitmentand high expectations promoted through PLP’s,emphasised to students their capability of achievinghigh standards.

NAIDOC Week

The celebration of NAIDOC Week (National Aboriginaland Islander day of Celebration) is an opportunity forstudents, family and Community to come together toshare and celebrate the history, culture andachievements of Aboriginal and Torres Strait IslanderPeoples. 2016 NAIDOC celebrations included a varietyof enriching and positive experiences for students,giving them a deeper understanding of Aboriginalhistory, culture and languages. Local AboriginalCommunity members and agencies volunteered theirtime to share their knowledge with the students.Students participated in Traditional Aboriginal Games,which was run by the Illawarra Aboriginal SupportMen’s Group. The local Aboriginal Women’s Groupvisited to help with traditional art and craft activities.

Reconciliation

Students were involved in the annual ReconciliationSchool Flag Walk. This is organised by ShellharbourCity Council and involved students from numerousschools in the Shellharbour District. After theReconciliation Walk the students attended an officialceremony at which message sticks betweencommunities and flags between schools wereexchanged.

Norta Norta

The Norta Norta program was successfullyincorporated into the existing framework of the school’slearning structures. Specialised teaching staff andcommunity members were employed to provide anappropriate learning program focussing on Literacy andNumeracy. Regular consultation was maintainedthrough letters home, conversations between Aboriginalsupport staff and caregivers and student dialogue athome.

Ngargins Yarn Up

This program focussed on student’s acquisition of theirown Aboriginal heritage including history, art, dancingand connection to land. Ngargins Yarn Up @ BHPShas been an outstanding success and has receivedstrong support and approval from the school’sAboriginal community. It will continue during 2017 withfuture learning focussed on students setting weeklyacademic goals and being mentored by a member ofthe Aboriginal Education Team.

Ngargin Doctors

During the past three years, our school has participatedin a program called “Ngargin (Young) Doctors”. Theprogram aims to educate both Aboriginal andnon–Aboriginal children in both Western andIndigenous health care – recognising the signs ofsickness and having the knowledge to know where to

Our facilitator is former Barrack Heights Public Schoolstudent, Troy Tungai. His mum, Veronica Archibald andlocal Elder Aunty Patty Roberts, at times, assist him.Mrs Chris Mangos is the teacher mentor working withTroy, in planning and delivering each weeks lesson.

Multicultural and anti-racism education

Barrack Heights Public School continues to promoteteaching and learning programs that ensure culturallyinclusive classroom and school practices. Further tothis, our programs foster students’ understandings ofculture, cultural diversity, racism and active citizenshipwithin a democratic, multicultural society. Teachersparticipated in professional learning and includedstrategies for embedding multicultural and anti–racismeducation into their teaching and learning programs.


Documents

2016 Barrack Heights Public School Annual Report...such as Safe4kids; Kindness on Purpose; Choice Theory, Reality Therapy and Lead Management as well as working with the Warilla Community