2016 Briar Road Public School Annual Report · leadership skills were encouraged and supported through an Aspiring Executive Program. The building of capacity, and the development

Briar Road Public SchoolAnnual Report

2016

4458

Printed on: 4 May, 2017Page 1 of 23 Briar Road Public School 4458 (2016)

Introduction

The Annual School Report for 2016 is provided to the community of Briar Road Public School as an account of theschool’s operations and achievements throughout the year. It provides a detailed account of the progress the school hasmade to provide high quality educational opportunities for all students, as set out in the School Plan. It outlines thefindings from self–assessment tools that reflect the impact of key school strategies for improved learning, and the benefitto all students from the expenditure of resources including equity funding.

Vickie Hughes

Relieving Principal

School contact details

Briar Road Public SchoolBriar RdCampbelltown, 2560www.briarrd-p.schools.nsw.edu.aubriarrd-p.School@det.nsw.edu.au4625 5957

Message from the Principal

Throughout 2016, Briar Road Public School continued to instil the school motto of ‘Courage and Determination’ into allfacets of school life. The school’s implementation of the School Plan occurred in close partnership with our active andsupportive parents, and community group.

The Annual School Report highlights the key achievements of our students, staff and community across a variety ofareas. I acknowledge and commend the efforts of all stakeholders who have shown unwavering commitment to ensuringthat Briar Road Public School remains a valued hub in the community, and is achieving in the three school plan areas ofSchool Excellence, Community Excellence and Student Excellence.

Briar Road Public School is an outstanding example of public education. It is a place where each student is encouragedand supported to reach their individual potential, community are authentically involved in the planning and progress ofthe school, and the staff are talented and committed to the profession of teaching.

Briar Road Public School provides a range of opportunities to explore and extend learning experiences so that childrencan achieve in a variety of academic, sporting, cultural and social pursuits. During 2016, many school and communitysuccesses were celebrated and promoted in the wider school community. The dedication and commitment of teachingand support staff ensured that students were provided with quality experiences that supported both high expectationsand strong student engagement.

Authentic and consistent parent and community engagement continued to be a focus for the school. Parent andcommunity feedback was continually sought, and programs and processes were amended to ensure that schoolstrategies and directions met the needs of the wonderful community we service. This work was supported throughseveral key roles, including the school Community Liaison and Aboriginal Community Development Coordinator roles.Strong school community partnerships were evidenced through the highly successful ‘Briar –The Musical’. Thecommunity support definitely added to the overall success of the showcase initiative.

The school achieved a safe and harmonious school environment through the ongoing commitment to PBL fromPreschool to Year 6. The school profile continued to be raised through quality programs as evident in the number ofstudents enrolling in both the school and Preschool.

In 2016, the school continued to work towards excellence. I thank the staff,students and community for their commitmentand dedication to ensuring that Briar Road Public School continues to be a school where all stakeholders feel valued,supported and catered for.

Ms Vickie Hughes

Relieving Principal


School background

School vision statement

A school of excellence; a place where all students will reach their potential. Together we will create and support asuccessful, innovative and positive culture. We all share a responsibility for success, high expectations and a love oflearning. Everyone is welcomed, respected and valued.

School context

Briar Road Public School (enrolment 279, 32% Aboriginal, 21% non–English speaking background, 3 support classes,preschool, Equity funded and Positive Behaviour Learning (PBL) school, is a place where staff, students and thecommunity strive for excellence by providing a caring and safe learning community that encourages all students and staffto reach their full potential. The staff are aware of the nature of the low–socio economic community and supports itsvalues and needs. The staff are enthusiastic and dedicated professionals who cater for individual students throughinteresting, structured programs in an environment which promotes high expectations. The school actively seeksimprovement through a child–centred approach with supportive student welfare programs. Briar Road Public Schoolimplements Positive Behaviour for Learning across the school. As an Early Action for Success (EAfS) school, anInstructional Leader has been appointed and additional resources have been allocated that enable the school to providetiered interventions that focus on literacy and numeracy outcomes for all students in Kindergarten to Year 2.This will leadto improved curriculum implementation and quality teaching where stringent data analysis provides teachers with thedirection for future teaching. The school works in close partnership with the Community of Schools to develop strategicand innovative practices that support learning P–12. Our school services a unique and diverse community. The schoolsupports families through cultural and interagency practice to foster academic, social and community success.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Throughout 2016, the school executive staff worked collaboratively to unpack the elements of the School ExcellenceFramework (SEF) in relation to how they manifest in the context of Briar Road Public School. The team identified thelevel the school was working at, the types of evidence currently in place and any additional evidence that supportedschool SEF judgements. Stage Leaders collaborated with Stage Teams to undertake the same rigorous process. Theinformation was collated and used to determine areas of strength across the school, as well as areas to be addressed infuture planning. The wider school community was involved in the SEF, school planning and evaluation processesthrough termly parent/carer forums and feedback sessions. The SEF process has assisted the school to refine strategicdirections, and improve processes and practices.

In the domain of Learning, the focus for the school has been on developing strong learning cultures, developing depth incurriculum delivery and promoting student well–being. Student wellbeing has continued to be a focus within the domainof Learning and is evident in the School Plan area of Student Excellence. Through the effective implementation ofPositive Behaviour for Learning (PBL) across the school, there was a significant shift in the way positive behaviour wasrewarded to provide a consistent approach, K–6. A relaunch of PBL was held during Term 1 to highlight the changes andimportance of the PBL Framework within our school. School funds provided new signage which was strategicallypositioned around the school to clearly define behavioural expectations in different settings. Current programs andprocesses, alongside regular data analysis, assisted in identifying and addressing a range of student learning needs.Personalised learning for students was implemented to meet student and community need. Teachers were provided withsupport and mentoring to effectively differentiate the curriculum to meet the needs of their students, based on theanalysis of student assessment data. The Aboriginal community and external agencies played an instrumental role indeveloping and delivering learning experiences that educate, and build depth and knowledge, for staff and students.

In the domain of Teaching, a major focus was developing the culture of collaborative practice. The school is a dynamichub that continues to have a high turnover of staff due to promotional and permanent career opportunities beingaccessed. As a result, many new and enthusiastic Early Career Teachers are employed by the school and most arepositioned on classes. Due to this, a specific focus has been the provision of high quality, targeted support to meet theneeds of individuals in the domain of Teaching. Mentoring and coaching processes were funded, and Early CareerTeachers were provided with time to work with a colleague to build their knowledge and understanding in their area/s of


need. This coaching and mentoring linked directly to teacher goals as identified in Professional Development Plans(PDPs), as part of the Performance Development Framework under the Great Teaching Inspired Learning reformagenda. The Instructional Leader position provided structures and frameworks for individualised curriculum support.Teachers worked collaboratively within Stage Teams to improve classroom practice by unpacking assessment data toinform student groupings, and plan for differentiated teaching programs and practice. All staff at Briar Road Public Schoolworked beyond their classrooms and contributed to whole school programs. Teaching and non–teaching staff weresupported to play an active role in the leadership of school committees and work collaboratively with their colleagues tocarry out the work detailed in the School Plan.

In the domain of Leading, the focus was on authentic and purpose driven community engagement, and the developmentof high expectations. These have been integral features in developing a strong and successful school culture at BriarRoad Public School. These features underpinned the work carried out across all strategic directions. Parents andcommunity members were provided with opportunities to be involved in school events, provide feedback about the workcarried out under the School Plan and to participate in focused engagement activities. Relationships with externalagencies strengthened the level of support and opportunities provided to students, staff and families. Successionplanning was strategically planned for, and was supported by specific leadership capacity building processes for teachingand non–teaching staff. Classroom teachers were provided with opportunities to lead different initiatives within theschool, and were actively supported and mentored through this process. Identified staff who displayed high–levelleadership skills were encouraged and supported through an Aspiring Executive Program. The building of capacity, andthe development of a strong and successful school leadership team, has continued to be an important feature in order forthe school to create and sustain its dynamic culture.

Ongoing adjustments and refinement of the strategic directions will continue to support whole school improvements,along with the school validation process scheduled for the latter part of 2017. For more information about the SchoolExcellence Framework:

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


Strategic Direction 1

Community Excellence

Purpose

To ensure learning experiences for all students are contextually supportive and culturally relevant. Joint collaborationsbetween the school and local community lead to improved student outcomes and a deeper sense of pride within theschool community.

Overall summary of progress

To meet the targets in Strategic Direction 1, three committees collaboratively worked with one another. The committeeswere Transitions, Promotions and Marketing, and Community Feedback. Each committee played a vital role inmaintaining and further developing authentic relationships within the community. The Promotions and MarketingCommittee was responsible for delivering information to the broader school community via platforms suchas Skoolbag,Facebook and newsletters. They were also responsible for the creation and implementation of whole schoolevents and partnerships. The Transitions Committee worked intensely with the local feeder high school and Communityof Schools to support students in making a successful transition to high school. The Community Feedback Committeesourced critical feedback from the school community to drive directions to meet the needs of the students at the school.The wider school community continued to have a genuine voice in decision making. This opportunity wasfacilitated through parent information dinners, school–based surveys, Facebook and Tell Them From Me (TTFM)surveys, and feedback. Each committee’s strategies, and the committee strategy itself, have continued to foster anincrease in parent attendance and engagement within the school.

Aboriginal Education involved a number of targeted strategies that focused on developing staff and student capabilities,and fostering leadership opportunities. Aboriginal Education also included strengthening the cultural knowledge of allstudents, developing student voice, strengthening connections with the AECG and external providers, and creatingpersonalised pathways for all Aboriginal students, P–6.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

90% of Aboriginal andnon–Aboriginal students andpreschool children are engagedin transition programs.

The high school transition process wasstrengthened with the inclusion of Year 5 studentsinto the transition process. Year 6 students wereoffered more consistent and regular days at thelocal high school, and student feedback indicatedthat students felt better prepared to start highschool in 2017. Students and staff familiarisedthemselves with the school environment, Stage 4curriculum and school expectations. The PreschoolTransition Program successfully introduced 100%of enrolled students into the K–6 schoolenvironment. The transition included new studentsbeing supported by a Year 5 buddy on a weeklybasis to spend the break time developing anunderstanding of the expectations for playtime. Thisprocess has assisted students attending Briar RoadPublic School to adjust to the different settings,expectations and new environment. Preschooltransition was also a focus at a community levelwith a strengthened partnership between the localindependent Aboriginal preschool, OorungaWandarrah, and Briar Road Preschool. Studentsfrom Oorunga Wandarrah were provided withopportunities to get to know our school, andstudents were prepared to make the transitionbetween settings. Oorunga Wandarrah staff weresupported by Briar Road Public School teachingstaff by providing Professional Development in thearea of the Early Years Learning Framework

ACDC role – $20,000

Socio–economic andAboriginal fundingPreschool sustainabilityproject – $30,000

Socio–economic funding





90% of Aboriginal andnon–Aboriginal students andpreschool children are engagedin transition programs.

(EYLF). Briar Road Public School has continued tomaintain the exceeding assessment rating fromACEQUA.Sustaining and growing partnerships withWestern Sydney University for the First FootForward Program provided students in Stage 3 withan opportunity to experience university life and tobegin forward planning in regards to post schooloptions. Workshops aimed to develop study andorganisational skills that equip students for highschool. These were held on campus and at school.Specific programs implemented through the schoolfunded role of Aboriginal Community DevelopmentCoordinator assisted each Aboriginal student’stransition to high school through the delivery ofculturally inclusive programs. This program wasdelivered in partnership with the Community ofSchools (CoS). The program included regularopportunities for Aboriginal students to make deepand meaningful connections to the high school andAboriginal support staff, culminating in Aboriginalstudents in Year 6 from all CoS primary schoolsattending a camp, and participating in teambuilding, goal setting and resilience based activities.

95% of parents/carers andstudents are satisfied with theeffectiveness of communicationbetween school and home

Providing opportunities for feedback from the BriarRoad school community was integral to evaluatingand strengthening the work carried out in theSchool Plan. Opportunities for parental engagementwere facilitated through termly feedback dinners,parent forums, social media surveys and parentexcursions.In 2016, we used a range ofcommunication methods to deliver information tothe community. Feedback received from parentsindicated that they prefer to receive information viaa range of outlets and were happy with the range ofcommunication processes the school provided. Itwas evident that the use of print media such as thenewsletter and notes were still valued by thecommunity, as not all parents access the school’sFacebook page. The Community EngagementOfficer (CLO) and the Aboriginal CommunityDevelopment Officer (ACDC) worked closely withcommunity members to strengthen and supportcommunication between home and school. Thecommunity roles involved engaging with a variety ofparents through parent programs such as ParentsAs Teachers and Classroom Helpers, creating andimplementing school activities including parentexcursions, a gym program, parent fishing toursand parent dinners. The roles supported thebrokering of partnerships between agencies suchas The Smith Family, Oorunga Wandarrah, BrighterFutures and Tharawal AMS.

Community Engagement$3,000

Socio–economic fundingCLO – $48,000


25% increase (26 in 2014 with30% of parents identified asAboriginal) in parents andcommunity attending forums forschool planning.

Parent dinners and information nights have been asuccessful engagement tool leading to increasedcollaboration and opportunities for open feedbackfrom the local school community. Parent feedbackfrom previous meetings identified that the timing ofmeetings may impact on parent attendance. Thetime was then amended to see if a change inmeeting times would result in increasedengagement. This amendment was made alongside

Community Engagement$2,000






25% increase (26 in 2014 with30% of parents identified asAboriginal) in parents andcommunity attending forums forschool planning.

the addition of a student focus. Parents and carerswere able to bring their children, and teachersprovided a space for them to have popcorn whilstwatching a movie. Catering for families and childrenhas allowed for a greater number of parents toattend and become involved in school planning. In2016, there was an increase of 50% from Term 1 toTerm 4. Overall, there has been a 78% increase inparent participation in Feedback, Planning andForum evenings since their inception in Term 1,2014. Parent attendance data indicated that in2016, in 3 out of the 4 feedback forums, more than30% of those in attendance were of Aboriginaland/or Torres Strait Islander descent. Thisrepresentation closely aligns to the 2016 Aboriginaland Torres Strait Islander population of 31%. Ourrelationship with our Aboriginal parents andcommunity is further strengthened through the roleof the Aboriginal Community DevelopmentCoordinator (ACDC), and the implementation ofAboriginal Parent excursions and meetings,including days of significance and Elders’ MorningTeas. The planned termly meetings each had adifferent purpose. Feedback on the school plan wassought and discussions were led by CommitteeChairs to gain feedback from parents on what theybelieved was working for their children and/orthemselves, and what could be improved. Theforums allowed community members toauthentically have a voice in the running of theschool. The information and views gathered byparents was collated and communicated back tostaff. Suggestions were taken on board in eachcommittee area, and where required, amendmentsto the way in which initiatives are implemented weremade.


Next Steps

• Continue to strengthen Transition programs across the CoS to best support students that are transitioning betweenprimary school and high school, and Early Years/Preschool to Kindergarten.

• Create opportunities for increased collaboration and information sharing between the primary school and highschools to support the process of high school transition.

• Continue improvements to the Aboriginal Cultural Centre with a completion date of Term 2 2017. The CulturalCentre has, and will continue to be, a source of inspiration and a resource for local community and the CoS.Aboriginal culture and identity is strengthened through the Cultural Classes programs, and through specificstrategies such as Sista and Bro Speak. Aboriginal leadership will be strengthened through the Junior AECG.Partnering with external providers will support greater community participation and support the local CoS toengage with community stakeholders.

• Continue to employ strategies to best communicate information and ideas to parents and the broader communitythrough a range of print and social media. This includes building on the promotions and marketing strategy in orderto celebrate and capture school events, programs and achievements.

• Engage a more diverse range of parents into the school through the exploration of positions such as a PICLO towork in collaboration with the CLO and enhance overall engagement.

• Implementation of a parent/community advisory committee to support the Principal’s work and direction on a moreregular basis. The composition will reflect the diversity in the student population.

• Review the purpose and effectiveness of the See–Saw app in school. • Develop and implement strategic promotion and marketing plans that target the school and wider community, and

raises the school profile demonstrated by increasing enrolments. • Creation of innovative learning spaces, both in the interior and exterior school environments.



School of Excellence

Purpose

To inspire and create excellence in teaching and learning through positive, personalised and differentiated experiencesthrough focussed professional development. All students will achieve success and become confident 21st centurycitizens.


Supporting staff in the development and creation of quality teaching and learning programs continued to be a major focuswithin Strategic Direction 2 throughout 2016. The Instructional Leader role greatly assisted the development of capacityin all teachers K–6. Teaching staff collaborated with the Instructional leader (IL) to determine the specific needs anddevelopment of each student in every class. The Interventionist role enabled the release of teachers to work with the ILthroughout the year, thereby receiving more targeted and intensive support. Staff were supported by targetedprofessional learning that was linked to the identified needs of the school, determined by data analysis and the individualprofessional development needs of each teacher, garnered from their individual Professional Development Plans(PDPs). The Instructional Leader coached and mentored inexperienced Executive staff to create consistency and agreater depth of knowledge amongst all staff.




100% of staff engaged in qualityliteracy, numeracy and AboriginalEducation professionaldevelopment and reachingprofessional goals that aretailored to meet the needs ofstudents within the school.

Weekly professional development based on theindividual needs of teacher’s PerformanceDevelopment Plans (PDPs) occurred for all staffduring 2016. Staff PDPs aligned directly with theschool plan, and the development of staffconsequently aided the achievements of targetsoutlined in the school plan. Staff members in YearsK to 2, and Learning and Support Teaching staff,participated in L3 training, with one staff membercompleting the maintenance year. All teaching staffwere trained in Focus on Reading (FoR) K–6 tosupport the teaching of reading comprehensionacross the school. Training occurred for the entirestaff to support succession planning to enableteacher movement across the stages. The trainingof all staff provided an opportunity for all staff toengage with and understand the processes of FoR,and to utilise consistent language, and developconsistency in judgement as well as teaching andlearning programs. Two staff members completedthe training to become facilitators of (FoR). Severalstaff were trained in TEN and TOWN for Numeracy.Two staff members completed the Stronger SmarterProgram for educators in Early Childhood tosupport the work undertaken in the Briar RoadPreschool. 100% of staff participated in professionaldevelopment of 8–Ways and the creation of 100%Personalised Learning Pathways (PLP’s) forAboriginal students. The continuation of theWestern NSW Cultural Immersion tour provided richexperiences for attending staff members, and led toa deeper understanding of Aboriginal culture andhistory, and the impact this has on education.

TPL – $17,000

Literacy and Numeracyfunds – $8000

100% of teachers using BestStart and Plan data to guideprogramming.

100% of teachers have been professionallydeveloped through the work of the InstructionalLeader and Stage Supervisors to support the

EAfSInterventionist $96,000





100% of teachers using BestStart and Plan data to guideprogramming.

effective use of PLAN data. PLAN data is updatedtwice per term in Years K to 2 and once per term inYears 3 to 6. This data is used by teachers todifferentiate teaching in order to meet the specificlearning needs of each child. The improved abilityof teachers to do this has been evidenced inclassroom programs and through regular classroomobservations. Some teachers implementedassessment strategies, such as medals andmissions, and the use of the ‘I can’ statementsrelevant to areas of individual progress, to engagestudents in the process of monitoring their ownlearning. Stage Supervisors worked with theInstructional Leader to analyse PLAN data for theirstage, and subsequently used this information toplan lesson sequences in Numeracy and Literacy.Although staff used PLAN information to informteaching and learning programs, further work will becontinued to support consistent teacher judgementsacross grades in relation to recording studentachievement on PLAN.

Early Action for Successfunding

Professional Learning –$23,000

Early Action for Successfunding – training andinnovation grant

60% of students achievingexpected cluster on the literacyand numeracy continuum acrossK–6.

2016 was the second year of the InstructionalLeadership role and staff have become very familiarwith PLAN data. Student results increased acrossK–2 in literacy and numeracy. This was evidentthrough all infant classes meeting the target of aminimum of 60%, achieving the expected cluster forthe grade.The Instructional Leader supportedschool executive staff to undertake a lesson studyapproach in Years K to 4 to enable teachers toengage in peer observation, reflect on their ownteaching practices, and evaluate lessons todetermine where–to–next with their students. Thediscussion and reflection generated from thisprocess was highly beneficial for staff members.They reported gaining a deeper understanding ofwhat good practice looks like in the classroom, andwere able see how effective programming,teaching, assessment and evaluation processesintertwine to cater for students, and support studentimprovement.

EAfS Instructional Leader

Additional SLSO’s –$127,000

Socio–economic fundingAdditional teacher –$30,000

Equity funded

100% of teachers developing anddelivering differentiated learningtasks, using formativeassessment strategies, learningintentions and success criteria.

During 2016, the school was focused on ensuringthat all students knew what they were learning andwhy they were learning it. 100% of teachers workedwith their students to develop learning intentionsand goals for each lesson delivered. The setting ofthese goals was derived from thorough analysis ofPLAN data along with teacher observations. DuringStage Meetings, supervisors facilitated regular androbust discussions with staff about Consistency inTeacher Judgement (CTJ) and assessments.These were planned and marked collaboratively toreflect the same expectations and standardsthroughout the school ensuring CTJ. Evidencederived from supervision feedback clearly showedan improvement in teacher capacity to deliverdifferentiated learning tasks. This was supported byprogram feedback and observations. This is anarea that we will continue to explore and develop in2017.

Higher Duties LeadershipTeam – $50,000



Next Steps

• Employment of an Assistant Principal Mentor 3–6 to support Literacy and Numeracy. This will include buildingteacher capacity around the consistent plotting and use of PLAN data, and embedding quality practices withinLiteracy and Numeracy.

• Restructure the delivery of professional learning and mentoring in Literacy and Numeracy to allow for deeperunderstanding of the content and consistency within K–6. This will include revisiting learning intentions, andsuccess criteria, assessment, reading, writing and numeracy.

• Continue to expand and refine the coaching and mentoring model currently in place to support the professionallearning of all staff. This refinement will give provision for the inclusion of Growth Mindset Learning.

• Continue lesson study approach and expand into the primary classes. • Facilitate the creation of Action Plans to support the implementation of school priorities. • Implementation of Building Blocks for Numeracy will assist with the professional development of all staff in the area

of Numeracy. • Launch the Aboriginal Cultural Centre of Excellence to support students at the school, local community and CoS. • Evaluate the current processes of assessment, data collation and data analysis K–6. Develop effective systems for

implementation and tracking student performance. • Introduction of Stage Planning Days to allow for collaborative practice with the opportunity to analyse data. • Continuation and self–funding of the school Aboriginal Education Resource Teacher role.



Student Excellence

Purpose

To develop approaches which build the capabilities for all students so that they are involved in identifying their ownlearning goals, celebrating success, monitoring their own success and achieving the skills which will help them tosucceed at, and beyond our school.


Throughout 2016, student achievement was supported across all areas of school life. In the classroom, students wereengaged in quality teaching and learning programs through teachers implementing a variety of innovative practices. Fivestaff members participated in an Innovation Tour of schools in Victoria to identify and reflect upon how programs wereimplemented in other schools and states. Positive Behaviour for Learning (PBL) continued to be a focus, with theintroduction of Class Dojo and various well–being strategies across the school. Weekly PBL lessons were altered intoshorter daily lessons and became a daily focus within the school. Developing case–management approaches to addressindividual student needs was assisted by the employment of a Behaviour Specialist. There has been a significant area ofneed in regards to speech at the school. As a result, a Speech Pathologist and Occupational Therapist were employed toprovide each identified child with the opportunity to access specific learning programs. The Instructional Leader andInterventionist continued to work with students and teachers in targeted small group lessons to deliver explicit andengaging lessons to all students. The funding of additional teachers has allowed for the creation of smaller class sizes.The creation and funding of specific classes such as the Boy’s Engagement Class has resulted in improved engagementand attendance for a targeted group of boys within the school. School Excellence has further been supported by thefunding of additional School Learning Support Officers who have assisted with targeting individualised support tostudents at–risk.




1.5% improved studentattendance over 3 years (0.5%each year)

Maintaining a culture of high expectations aroundstudent attendance remained a focus during 2016.After a decline in attendance in 2015, thepercentage of attendance increased overall by 1%in 2016. Programs and practices were articulated tostaff, students and parents to target students whowere identified to have poor attendance patterns.These programs included the Phone HomeProgram where administration staff would call homeevery time a student on the concern list was away.Regular meetings with the Home School LiaisonOfficer and Aboriginal School Liaison Officer (HSLOand ASLO) provided support for families in need,and assistance in promoting student attendanceschool wide. Teachers continued to use the GoogleDoc to monitor and communicate attendanceconcerns in their classrooms. This allowed for clearand timely communication to happen between theclassroom teacher, Attendance Coordinator andHSLO.

100% of staff clearly understandand implement PositiveBehaviour for Learning strategiesand procedures.

One hundred percent of staff at Briar Road PublicSchool became aware of the procedures andstrategies for implementing Positive Behaviour forLearning. Lessons were altered to be delivereddaily rather than on a weekly basis, and studentswere given ownership over the lessons byparticipating in designing and implementing thecontent. Students were rewarded with Dojo’s as aninstant positive reward, and consequently, Dojo’shave become a common reward system and

Behaviour Specialist –$32,000






100% of staff clearly understandand implement PositiveBehaviour for Learning strategiesand procedures.

language around the school. New signs wereerected to reinforce the rules and one hundredpercent of staff were implementing consistent PBLpractices whilst using PBL language.Professionallearning around PBL occurred on a termly basis toensure that all staff were familiar with theprocedures required when acknowledgingexamples of positive and negative behaviour. Thishas assisted in ensuring all staff support andimplement PBL, both in the classroom andplayground. A review of PBL checklists inclassrooms was carried out and critical feedbackwas provided to staff. Through the analysis of PBLdata, the playground was identified as a specificarea of need. The strategic placement ofwell–skilled SLSOs has provided an opportunity forplayground time to target specific groups ofstudents. This strategy provided structuredassistance and guidance to those students in need.Playground data demonstrated a 64% decrease innegative incidents in playground areas whereintensive support was provided.

100% students requiring targetedsupport will have individualeducation plans.

Individual Education Plans (IEPs) were created formany groups of students to support cultural, socialand academic development. Students identified asrequiring individual learning support and receivingassistance from the LaST, each had an IEPcreated. Employment of behaviour specialist, CarlWarren, assisted in developing the knowledge ofstaff in how to best support the social and emotionalneeds of targeted students. The BehaviourSpecialist/Consultant worked with classroomteachers and the executive staff on a weekly basis.Personalised Learning Pathways (PLPs) weredeveloped for the 94 (100%) Aboriginal studentsattending Briar Road Public School. The PLPsinvolved a 3–way process with parents, studentsand staff. Goal setting, and the creation ofstrategies to support students achieve the agreedgoals, was the focus of the plans.A SpeechPathologist and an Occupational Therapist (SPOT)were employed to support and deliver specific andtargeted programs to any child that was identifiedas requiring support. There was a large focus onintervention in the early years specifically includingPreschool and Kindergarten. The SPOT staffassisted in developing staff capacity to implementstrategies at a whole class level, along withupskilling a number of School Learning and SupportOfficers (SLSOs) to deliver intensive SPOT support.Additional SLSOs supported targeted studentsthroughout the year. This support aimed to assiststudents with additional behavioural and learningneeds in the classroom and playground. One ofthese positions supported the work carried out inthe Boys Engagement Class. SLSOs continued tosupport and provide focused intervention in regardsto engagement, participation and overall improvedschool performance for students. The SLSOsworked alongside teachers to support theimplementation of effective strategies, targeting

SPOT program – $36,000


Additional teacher –Engagement class –$102,000

Socio–economic funding2015





100% students requiring targetedsupport will have individualeducation plans.

specific identified needs, resulting in studentimprovement in literacy and numeracy asevidenced by individual assessments and schooldata.

Next Steps

• Whole school review of attendance procedures will be undertaken and rewards and strategies redeveloped. • Purchasing and implementation of a school bus program to aide improvement in attendance. • Development of Learning and Support Team Framework to ensure targeted intervention is provided to all students

who require it. • Expanding Teacher Professional Learning to build consistency and teacher capacity to identify all students

requiring an IEP that is either educational or behavioural. This includes the creation of a consistent proforma, andprofessional learning on how to write and evaluate plans.

• Significant technological upgrades and strategic professional learning for Technology. As a school we arecommitted to ensuring every child is supported, engaged and equipped with the necessary skills to support themas a future focused learner in the 21st century.

• Relaunch of PBL. • Implementation of strategies that support the attainment of the Premier’s Priorities.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Strategic Direction 1 – CommunityExcellence

Aboriginal students were supported in theclassroom, playground and at transition pointsthrough the employment of specialist staffmembers to provide targeted support. BriarRoad Public School employed an AboriginalEducation Officer, Aboriginal EducationResource Teacher (AERT), Norta in–classtuition tutor and Aboriginal CommunityDevelopment Coordinator (ACDC). Academicachievement was a major focus with theAERT and Norta tutor working with smallgroups of students offering support andextension. PLAN data guided the focus ofthese lessons. Cultural education of allstudents and staff was further enhancedthrough programs taught by the ACDC andAERT in conjunction with the classroomteacher. Each stage focused on learningabout a different aspect of Aboriginal cultureand lessons were taught in the Koori Room.All students P–6 engaged in learning ofAboriginal culture. Teachers were providedwith support through PL in AboriginalEducation. Funding was allocated to therefurbishment of the Koori Room to establisha well–resourced cultural hub within theschool. The room is used for cultural activitieswith students and staff, and is a valuableresource to support the teaching of Aboriginalperspectives within classrooms.A jointpartnership between Airds High School andBriar Road Public School funded the ACDCposition. The position facilitated transitionprograms, cultural learning, communitystakeholder partnerships, and family support.

Strategic Direction 3 – Student Excellence

The school junior AECG and studentleadership opportunities were facilitated bystaff and the ACDC. Additional Aboriginaltargeted support staff assisted in creating acase management approach for individualstudents. In particular, there was a focus onthe 50% of students who identified asAboriginal in the Boys Engagement class.

AEO – $64,338

ACDC role – $41,134

Additional staff – Nortafunding – $11,000

English language proficiency Strategic Direction 3 – Student Excellence

Briar Road saw an increase in the number ofstudents who identify as speaking a languageother than English at home. For many ofthese families, English is their secondlanguage, with the most common otherlanguages spoken at home being Samoanand Arabic. In 2016, the EAL/D teacherfocused on providing intensive support tonewly arrived families. Individual EducationPlans assisted newly arrived students in theacquisition and use of English in theclassroom and playground. The teacherengaged to deliver intensive support, utilising

Additional Teacher –$21764


English language proficiency both in–class and withdrawal methods toassist students.

Additional Teacher –$21764

Low level adjustment for disability Strategic Direction 3 – Student Excellence

Funding provided under Low LevelAdjustment for Disability provided anopportunity to engage an additional SLSO towork with targeted students in the classroomand in the playground environment. Additionalfunding supported the enhancement ofinnovative areas for students who haveadditional needs. The resources purchasedincluded equipment and sensory resources.

Reading RecoverySupplement $30,606

Additional resourcing –$8,000

Quality Teaching, SuccessfulStudents (QTSS)

Strategic Direction 2 – School Excellence

The QTSS funding assisted in providingadditional release time for teachers to engagein coaching and mentoring opportunities withthe IL and Stage Supervisors.

Additional staff providedrelease for ProfessionalLearning – $20,000

Socio–economic background Strategic Direction 2 – School Excellence

Provision of mentoring for Beginning andEarly Career Teachers was enhancedthrough the creation of the Deputy PrincipalMentor. This role also assisted in developingthe leadership capabilities of a new andinexperienced executive team. The work ofthe Deputy Principal was strengthened by thecreation of additional Assistant Principals.The strategic creation of an expandedexecutive team has assisted with successionplanning. 2016 was a significant year ofchange, and there was a significant gap inleadership potential and availability at theschool. Intensive professional learning for theSchool Leadership Team occurred throughProcess Communication Model (PCM)training. This training assisted executive tobetter understand their own capabilities andhow in turn this impacts their leadership.Professional learning for staff included theemployment of the Behaviour Specialist whoworked one–on–one to develop casemanagement style plans for studentsidentified with behaviour needs. The school’sReading Recovery allocation was boosted toallow for a full time position to be created atthe school. Students not achieving theexpected reading benchmarks in Year Onewere the focus of the Reading Recoveryprogram. Once identified, they worked on anintensive, one–to–one program daily to buildtheir skills in reading. Additional classroomteachers were employed to reduce classsizes and to allow for the creation of a BoysEngagement class which was supported bythe employment of a part–time SchoolLearning Support Officer. Additional LearningSupport Officers were employed across theschool to deliver Literacy and Numeracyprograms/support in collaboration with classteachers. Intensive support was provided tothe early years and students identified asat–risk.

PCM Training – $14,000

Additional teachers –$120,000

Local Management GroupSupport – $5000

Technology $25,000

Student assistance – $8000

Conferences executive andteachers – $10,000

Library refurbishment –$20,000


Socio–economic background Strategic Direction 3 – Student Excellence

The improvement of our school grounds hascontinued to be an integral part of building theschool profile. Funding was allocated toredevelop school toilets and gardens. Thegarden development is supported by teachingand learning projects undertaken in classessuch as the Boys Engagement class. Theboys are focused on service learning and theyplay an integral role in contributing to thecreation of beautiful spaces within the school.Specialists in behaviour, speech therapy andoccupational therapy worked with individualstudents and teachers to cater for studentswith additional needs. This was achievedthrough the provision of one–to–one support,in class support and professional learning forstaff. Up–skilling the executive staff was alsoa focus of the support provided by BehaviourSpecialist, Carl Warren.Strategic Direction 2 –School Excellence The purchase of significantamounts of technology to improve studentengagement and to assist teacher delivery ofquality learning experiences occurred during2016. New technology, including interactiveLCD/LED boards, and new equipment suchas laptops and portable devices, waspurchased.

Strategic Direction 1 – CommunityExcellence

Student support funds were accessed bycommunity to ensure that all students wereprovided with opportunity to attend andengage in school experiences, and to aide inimproved attendance and retention. StrategicDirection 1 – Community Excellence Thecontinued funding of the Community LiaisonOfficer assisted in achieving outcomesidentified in the Community Excellencedirection. The CLO worked in closepartnership with external agencies, parentsand staff to drive greater communityengagement within the school.

Strategic Direction 3 – Student Excellence

The Speech Pathologist and OccupationalTherapist (SPOT) program has been fundedto improve an identified need within theschool. The school community has greatlyvalued the roles and programs of the SPOT,and teachers have benefited from additionalsupport.

Strategic Direction 2 – School Excellence

Teacher Professional Learning funds assistedin providing staff with release time to workwith supervisors and mentors. Funds alsoenabled teachers to attend professionallearning workshops and engage in initiativessuch as SWELL. Professional Learning fundssupported the achievements of individualteacher goals identified in PDPs. ProfessionalLearning funds also assisted with the Annual




Technology $25,000





Socio–economic background School Conference where planning and staffwell–being were the major focus.




Technology $25,000




Support for beginning teachers Strategic Direction 2 – School Excellence

Briar Road Public School received funding tosupport a number of Beginning Teachers.One was in their first year of teaching andanother in their second year of teaching. Theadditional funding provided time for theteacher to engage in professional learningwith the IL and their identified mentor. Thefocus for each meeting related directly to theteacher goals identified in their individual PDPalong with the priorities detailed in the SchoolPlan.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 165 153 139 142

Girls 114 112 115 138

Student attendance profile

School

Year 2013 2014 2015 2016

K 94 91.6 90.2 88.1

1 90.8 91.4 88.1 92.7

2 92.4 94.7 91.9 92.7

3 93.8 91 89.3 91.8

4 94.5 94.2 91.9 91.7

5 91.9 94.6 90.8 92.7

6 94 92.9 91.4 91.1

All Years 93.1 92.9 90.4 91.4

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

Attendance processes within the school were madetransparent to teachers, staff and the schoolcommunity. School attendance was encouraged andmanaged at a classroom level first, and then referred tothe Attendance Coordinator if there were concerns orlittle improvement in those cases being monitored. AGoogle Doc for attendance has been used to allow fortimely monitoring of student attendance betweenteachers, supervisors and the Home School LiaisonOfficer (HSLO). Meetings are held on a termly basisand targeted support and intervention is discussed withrelevant families. Staff are provided with weeklyupdates regarding their class percentage of attendanceto gauge where their class is positioned withattendance during the term. Improved attendance was

driven by whole school accountability. To promoteattendance at a classroom level, those classes with100% attendance for that day were announced over theschool PA, and their success was celebrated andrewarded.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 12.3

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.4

Teacher Librarian 0.6

School Administration & SupportStaff

7.89

Other Positions 0.41

*Full Time Equivalent

In 2016, Briar Road Public School had an Aboriginalworkforce composition of 20%. The recruitment andcapacity building of Aboriginal staff in the school hassupported and addressed the social, emotional andacademic needs of students.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25

Professional learning and teacher accreditation

All teaching staff participated in developingPerformance and Development Plans (PDPs) inaccordance with professional goals, the school’sStrategic Directions and Professional Learning, and theAustralian Professional Standards for Teachers. AnAssistant Principal – Mentor was employed to overseethe development of PDPs and coordinate ProfessionalLearning across the school. The Instructional Leadersupported the development of teacher capacity in K–2through the provision of collaborative learningopportunities, as well as one–on–one meetings with


teachers for personalised professional learning. In2016, Kindergarten and Stage 1 implemented theLiteracy, Language, Learning (L3) program with eightstaff members trained to deliver the program, and onestaff member completing the second year of the course.Focus on Reading was also an emphasis forprofessional learning through staff meetings, grademeetings and whole school meetings. Two staffmembers were trained to deliver the course to theentire staff. All staff participated in mandatory trainingincluding CPR, Child Protection updates, EmergencyCare and the Code of Conduct.Two staff membersattended the Stronger Smarter course where they wereprovided with tools and support to enhance theirleadership capacity, challenge their assumptions andcontribute to the critical mass of leaders creatingpositive changes in education. This program equippedthe staff members to engage in challengingconversations with staff and actively engage the schoolcommunity to develop high expectations relationships,and to promote positive identities and excellence inschools. Staff attended the School Plan Conference todiscuss and plan strategies, products and practices forthe School Plan.

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.

Income $

Balance brought forward 729 612.89

Global funds 218 922.40

Tied funds 913 226.61

School & community sources 43 380.53

Interest 15 278.19

Trust receipts 22 045.00

Canteen 72 094.77

Total income 2 014 560.39

Expenditure

Teaching & learning

Key learning areas 26 193.91

Excursions 4 509.38

Extracurricular dissections 40 001.44

Library 230.00

Training & development 0.00

Tied funds 632 369.62

Short term relief 4 225.43

Administration & office 72 612.98

School-operated canteen 68 564.14

Utilities 58 589.51

Maintenance 22 564.00

Trust accounts 18 945.80

Capital programs 2 258.18

Total expenditure 951 064.39

Balance carried forward 1 063 496.00


2016 Actual ($)

Opening Balance 0.00

Revenue 1 107 754.94

(2a) Appropriation 1 076 776.00

(2b) Sale of Goods andServices

23 301.35

(2c) Grants and Contributions 7 332.50

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 345.09

Expenses -300 928.84

Recurrent Expenses -300 928.84

(3a) Employee Related -194 195.45

(3b) Operating Expenses -106 733.39

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

806 826.10

Balance Carried Forward 806 826.10

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

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

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

Financial summary equity funding

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

2016 Actual ($)

Base Total 1 864 465.80

Base Per Capita 15 529.85

Base Location 0.00

Other Base 1 848 935.95

Equity Total 889 768.91

Equity Aboriginal 117 487.23

Equity Socio economic 569 147.47

Equity Language 21 966.98

Equity Disability 181 167.23

Targeted Total 542 222.59

Other Total 337 373.29

Grand Total 3 633 830.59

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 and 5 literacy and numeracy assessmentsare reported on a scale from Band 1 to Band 8. Theachievement scale represents increasing levels of skillsand understandings demonstrated in theseassessments.

24% of all Year 3 students at Briar Road Public Schoolperformed in the top two bands for Writing. 16% of allYear 3 students were in the top two bands forReading.18% of the Year 3 cohort scored in the top twobands for Spelling, and Grammar and Punctuation.23% of all Year 3 students were placed in the top twobands for Numeracy.

13% of all Year 5 students at Briar Road Public Schoolperformed in the top two bands for Spelling. 9% of allYear 5 students were in the top two bands for Reading.4% of the Year 5 cohort scored in the top two bands forGrammar and Punctuation. In Spelling, Writing andNumeracy no Year 3 students performed in the top twobands. 26% of Year 3 Aboriginal students performed inthe top two bands for Writing. 16% of Year 3 Aboriginalstudents were in the top two bands for Spelling andReading. 25% of Aboriginal Year 3 students performedin the top two bands for Grammar and Punctuation, and16% of Year 3 Aboriginal students achieved in the toptwo bands for Numeracy at Briar Road Public School.The percentage of Year 5 Aboriginal students at BriarRoad Public School in the top two NAPLAN bands was12% for Reading. In Spelling, Writing, Grammar andPunctuation, and Numeracy, no Aboriginal studentsperformed in the top two bands.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below. In 2016, BRPS soughtthe opinions from parents/carers, students and staffthrough surveys, forums and focus groups. Datacollected revealed that most parents believe the schoolis safe and inclusive, supports positive behaviour andthat they feel welcome. This was further supportedthrough feedback provided at dinners which indicatedthat parents felt the school was community orientatedand the staff were friendly. The various modes ofcommunication (Facebook, Skoolbag, newsletter andwebsite) were also clear and direct to ensure thecommunity were informed of upcoming activities. Stafffelt that the community engagement focus in 2016 hada positive impact across the school. They agreed thatleadership, teaching strategies, collaboration and beingan inclusive school were areas of strength. Staff feltthat technology, particularly with students usingtechnology to track their progress, was an area thatneeded to be developed further. Students indicated thatthey tried hard with their learning and have a positivesense of belonging, feeling accepted and valued bytheir peers. The students also indicated that from Term1 to Term 3 they felt there was a significant decline inincidences of bullying within the school.Policyrequirements

Policy requirements

Aboriginal education

Briar Road Public School continues to set a benchmarkfor Aboriginal student success, cultural appreciation,strengthening identity and community engagement.Aboriginal Education is a strategic priority as outlined inthe School Plan, and is implemented by a highlycompetent team of Aboriginal and non–Aboriginal staff.

100% of Aboriginal students K–6 have a collaborativelydeveloped PLP. This plan is communicated to allstakeholders to ensure that all staff who engage withindividual students are aware of the needs and goals of

the student, teacher and parent. The PLP process isstrengthened through intensive staff professionallearning conducted by the Aboriginal Education Team.The team assists to set the expectations andaccountabilities for the development of quality PLPs.

All students at Briar Road Public School are providedwith an opportunity to engage in cultural lessons. TheAboriginal Education Resource Teacher (AERT),Aboriginal Education Officer (AEO) and ACDC workwith individual classes to tailor a program that aligns toclass learning experiences, along with deliveringcontent that relates directly to the aims of the AboriginalCultural Resource Centre. The content includesknowledge of traditional culture, histories and people,bush tucker, dates of importance and contemporaryissues affecting Aboriginal people and our localcommunity.

The collective impact the Airds Community of Schools(CoS) has in Aboriginal education continued to bestrengthened throughout 2016. The CoS initiativesincluding high school transitions, NAIDOC andsignificant celebrations, were supported by TharawalAboriginal Medical Service. The CoS implemented aJunior AECG that met regularly and provided a platformfor Aboriginal student voices to be heard. The JuniorAECG participated in training in areas such as runningeffective meetings, and roles and responsibilities.Students had the opportunity to visit the state AECGoffice in Stanmore and worked with the executive todevelop a support plan for schools.

Briar Road Public School continues to value theimportance of professional learning in AboriginalEducation for all staff. Four Aboriginal Education staffmeetings were held across the year in order to discussthe implementation of Aboriginal Eight Ways andAboriginal Perspectives within daily classroompractices. Two staff were also selected to attend theCultural Immersion Trip which was implemented acrossthe CoS.

The Read and Feed program also continued in 2016.The program serviced, on average, fifty students eachmorning. Students are invited into the Read and Feedroom, offered toast or cereal, and a choice of books toread. The program aims to provide students with ahealthy and calm start to their school day whichsupports their success in the classroom.

Additional programs in the area of Aboriginal Educationincluded Sista Speak and Bro Speak, Norta Norta andindividualised Literacy and Numeracy programs thatwere implemented by the Aboriginal EducationResource Teacher.

Multicultural and anti-racism education

Briar Road Public School caters for students from arange of cultural backgrounds. Inclusive teachingpractices ensure that each student’s culturalbackground is valued and celebrated. The schoolcommunity is committed to developing culturalunderstanding, tolerance and mutual respect. BriarRoad Public School held the annual Multicultural Day


Celebration in Term 3. The broader school communitycelebrated the cultures reflected within our communityand had open classrooms where students wereimmersed in learning about different cultures. Studentsstudied the Rio Olympic Games, where the Olympicand Paralympic values of friendship, respect, courage,determination and equality were emphasised throughall learning experiences. Briar Road Public School iscommitted to developing ongoing understanding andmutual respect for all cultural groups. The school hasan Anti–Racism Contact Officer (ARCO) who supportsstudents and staff to resolve any racism issues.

Other school programs

Wellbeing

Briar Road is a Positive Behaviour for Learning (PBL)school. PBL creates a framework for the school andcommunity where together we support the wellbeing ofevery student. We have three school rules that include‘Be Safe’, ‘Be Respectful’ and ‘Be a Learner’.Behaviour expectations are clearly defined whichcreates a positive teaching and learning environment.This year we strengthened our classroom andcommunication systems. The PBL message wascommunicated to school community through dailysocial skills lessons, school assemblies, the studentleadership group, the newsletter, and pamphlets tocommunity. Community requested advice onimplementing a PBL system in their homes, so a HomeMatrix was developed collaboratively with parents. APBL mascot, ‘Betty Bee’, was introduced tocommunicate PBL messages and present the PBLawards at special assemblies. Positive studentbehaviour continued to be rewarded through the ‘GoldPass’ system and Dojo points were linked to the Briar‘Prize Hive’ where students can spend their GoldPasses on rewards. In 2016, we introduced the weeklyraffle system which aligned rewards from theplayground and assemblies to the Prize Hive; studentswould receive a raffle ticket for positive behaviour andwould be placed in the Weekly Draw. Classes alsoearned rewards for demonstrating expected lining upbehaviour, and winning Infants and Primary classeswere rewarded on a weekly basis. The PBL Committeeused data collected from the classroom and playgroundto drive the direction of social skills lessons which weredelivered daily in every classroom. Termly StaffMeetings kept staff informed of current focuses andenabled involvement in data analysis. In Term 4, astudent PBL team was created and this initiative willcontinue in 2017. The Preschool Buddy TransitionProgram ran in Term 4, and students in Year 5supported preschool students to become familiar withthe playground environment and also assisted with theirintegration into the playground in preparation for 2017.

Briar – The Musical

In 2016, Briar Road Public School held the biennialmusical. The musical provided an opportunity forstudents and teachers to showcase the strengths andtalents of students in the Creative and Performing Arts.The showcase was well–received by the communitywith all tickets being sold. Every student enrolled in the

school participates in the event which was held inSeptember. Student’s self–esteem and confidence inperforming was strengthened, along with theopportunity to create costumes and backdrops. Theschool values the dedication of teachers andcommunity volunteers who ensure that the musicalcontinues to be a success every two years.


Documents

2016 Briar Road Public School Annual Report · leadership skills were encouraged and supported through an Aspiring Executive Program. The building of capacity, and the development