2018 Blackalls Park Public School Annual Report · these prizes, we also drew our major prize of a Nintendo DS. Any student who had filled a points card at any time during 2018 had

Blackalls Park Public SchoolAnnual Report

2018

3966

Printed on: 24 May, 2019Page 1 of 21 Blackalls Park Public School 3966 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Blackalls Park 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.

Merrita Jeffrey

Principal

School contact details

Blackalls Park Public SchoolCharles StBlackalls Park, 2283www.blackallpk-p.schools.nsw.edu.aublackallpk-p.school@det.nsw.edu.au4959 1213

Message from the Principal

During 2018 our students and staff have had a busy year of hard work and great achievements. I would like to take thisopportunity to congratulate our students and staff on another very successful year of teaching and learning. I am veryproud of the fact that all our students, regardless of their ability, have been given every possible opportunity to bechallenged, achieve success and feel valued in our school.

All too often a school's success is measured only by its NAPLAN results. NAPLAN is a snapshot test held on one day – itis very easy for a young child to not perform at their best on that day. Maybe they weren't feeling well; maybe their familyhad a rough morning. Lots of things can go wrong. I'm really proud to be able to say that this year our NAPLAN resultswere very good. The Premier has set 12 priority areas for the state, one of them being in education. Schools were set atarget of having an increased proportion of students in the top 2 bands by 2019. Congratulations Blackalls – we haveachieved an increase of over 11 % and we still have next year to work on the target.

Blackalls Park Public School prides itself on being able to offer a wide variety of academic and extra–curricular activitiesfor our students. Many of these activities develop the skills and qualities that can't be measured by tests – curiosity,critical thinking, humility, persistence, courage, motivation and resilience. Our students have had the opportunity to beinvolved in zone and regional sporting events, performing arts activities such as band and dance, camps and excursionsand additional academic pursuits such as public speaking and external competitions.

All our students have been supported by highly dedicated teachers. Our teachers are a great team who complement oneanother and work together to achieve the best learning outcomes for our students. Although they all have different skillsand interests, what they have in common is that they are incredibly committed to the well–being of all our students. Theyare skilled teachers with enormous energy, dedication and determination. Each of them takes pride in their professionand responsibility for ensuring that our school is a wonderful school. I am very grateful to them for their extraordinarywork this year. On behalf of all of our students I would like to say thank you to all of the staff for what you have done forour students this year. As parents you see a very small part of what our teachers do; much of their work happens afterhours. And from me, a huge thank you to all of you for all that you do – the work that is seen by everyone and the many,many hours of unseen work that you all put in to help make the school so great.

Our school wouldn't be the same if it wasn't for our parents. Thank you to all the parents and community members whohave supported our school throughout the year as classroom volunteers, homework supervisors, drivers, supporters andmentors. To those of you whose children have achieved home reading awards throughout the year – well done.Managing to get through over 200 nights of home reading shows real dedication and stamina. Your children reap therewards of your hard work and support. To the P & C who have worked tirelessly to raise funds for our children andsupported us in so many other ways – thank you doesn't seem enough.

Merrita Jeffrey


Message from the school community

2018 has been another very busy year for the P&C. During the year we have had fundraisers including Mothers' andFathers' Day gifts, Easter raffle and a pie drive. Our fundraising for this year was committed to repainting the murals thatare around the school. Lex James from Art by LJ was assisted by some of our students to paint our murals. This was awonderful experience for our students and has left the school a much brighter place. Congratulations to everyone whowas involved.

To the canteen volunteers – we couldn't keep the canteen running without you. Several of our 2018 volunteers areparents of Year 6 students so if any parents find they have some spare time and would like to spend a couple of hours inthe canteen we would love to have you on the team. Even one day a month is wonderful. Full training is provided, wehave lots of fun together and the children really appreciate your support.

Our on–line canteen ordering system is working very well and parents are finding it very convenient. It means that youknow your child's order is in on time, you know what they have ordered and you don't have to waste valuable morningtime searching for change.

As part of our promotion of the healthy kids menu we have again given out points for students who purchase from thehealthy, green menu. Each term there has been a lucky draw of a prize pack for students who have earned 10 greenfood points. At our annual presentation day we drew 3 lucky winners of prize packs for the Term 4 promotion. As well asthese prizes, we also drew our major prize of a Nintendo DS. Any student who had filled a points card at any time during2018 had their card in the draw.

Thank you again to everyone for your support during the year.

Mel Fenton

P&C President


School background

School vision statement

Blackalls Park Public School is committed to the pursuit of excellence across all domains. Our core values of respect,responsibility and quality learning are evident in exciting, innovative and creative teaching and learning practices thatexplicitly cater for each individual student.

Our highly professional and dedicated staff empower students with the knowledge and skills that enable them to leadrewarding and productive lives in a complex and dynamic world.

We provide strategic and effective leadership that fosters a school wide culture of high expectations, studentengagement, learning, development and success and effective home–school partnerships.

School context

Blackalls Park Public School is located on the western side of Lake Macquarie. The school is a proud member of theToronto Learning Community (TLC) of partner schools comprising seven public primary schools and one public highschool. Our links also extend to Mankillikan, our local Aboriginal Educational Consultative Group (AECG).

The school focusses on the core values of respect, responsibility and quality learning to ensure the continued excellenceof student outcomes in literacy, numeracy and engagement and caters for a broad range of activities from performingarts, cultural, leadership, sporting, environmental and academic pursuits.

It has an enrolment of 218 students which includes 30 students who identify as Aboriginal or Torres Strait Islanderdescent. The school has an experienced and dedicated staff and an active and supportive Parents and Citizens'Association (P&C).

Blackalls Park Public School has actively participated in Early Action for Success (EaFS) and is now in Phase 2. TheInstructional Leader EaFS (K–2) in collaboration with the Instructional Leader 3–6 and the Learning and Support Teacherprovide improved learning outcomes in literacy and numeracy through targeted professional learning and the support ofpersonalised learning for individual students.

The school receives equity funding to support Aboriginal students and students from low–socio–economic communities.Our Family Occupation and Education Index (FOEI) currently sits at a value of 143.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

This year, our school undertook self–assessment using the School Excellence Framework. The framework 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.

The results of this process indicated:

Learning

At Blackalls Park Public School progress in learning and achievement is identified and acknowledged. The aspirationsand expectations of students and parents are known and inform planning for learning. To ensure smooth and effectivetransition programs the school collects and analyses information to inform and support students' successful transitions.The school seeks to collaborate with parents of students whose continuity of learning is at risk. Staff regularly andaccurately monitor attendance and take prompt action to address issues with individual students. The school communitycelebrates regular and improved attendance.

Within the school community the wellbeing of students is explicitly supported by identified staff. Students, staff and thecommunity recognise that student wellbeing and engagement are important conditions for learning and, with this in mind,the school plans for and monitors a whole school approach to student wellbeing and engagement. The school caters forindividual learning needs with well–developed and evidence–based approaches, programs and assessment processeswhich identify, regularly monitor and review individual student's learning needs. The school's wellbeing approach focuses


on creating an effective environment for learning where staff explicitly communicate expectations of behaviour acrossschool settings.

The school regularly monitors and reviews its curriculum provision to meet changing requirements of the students.Teaching and learning programs describe what all students are expected to know, understand and do. Differentiation ofcurriculum delivery within classrooms happens for students with particular identified needs. The parents of thesestudents are advised and consulted about adjustments made.

Assessment is a tool that supports learning across the school. Teachers use reliable assessments to capture informationabout learning. Teachers routinely use evidence of learning to adapt their practice and meet learning needs of students.Students know when and why assessment is undertaken and the school uses summative assessment data to identifylearning progress of individual students and student cohorts. Teachers use summative data to indentify student learningand validate formative assessment practices.

The school has explicit processes to collect, analyse and report specific internal and external student and schoolperformance data, on a regular basis. Individual student reports meet Department of Education requirements and includepersonalised descriptions of the student's strengths and growth. The school provides parents/carers with information onthe learning progress of their children, including reports and parent/teacher interviews.

Student performance measures show that the school's value–add trend is positive with at least 90% of studentsachieving at or above national minimum standards on NAPLAN reading, writing and numeracy. Students are aware of –and most are showing – expected growth on internal school progress and achievement data. School data shows thatstudent progress and achievement on external measures is consistent with progress and achievement on internalassessments.

Teaching

At Blackalls Park Public School teachers collaborate across teams to share curriculum knowledge, data, feedback andother information about student progress and achievement, to inform the development of evidence based programs andlessons, which meet the needs of all students. When providing feedback to students, teachers respond promptly tostudent work. They check that students understand the feedback received and the expectations for how to improve.Classroom management is supported by a school–wide approach to effective and positive classroom management.Support is provided to teachers where needed, ensuring optimum learning.

Student assessment data is regularly used to identify student achievement and progress. Teachers access and engagein professional learning that builds skills in the analysis, interpretation and use of student progress and achievementdata, while the leadership team regularly uses student progress and achievement data to inform key decisions. Teachersreview student assessment data and compare results from external assessment with internal measures to buildconsistent and comparable judgement of student learning. Clear and accurate analysis of student progress andachievement data informs planning that is shared with the school community in the Annual Report.

Staff take personal responsibility for developing and maintaining their professional standards. This process is supportedby the school. One of the school's main priorities for professional learning is to build teachers' understanding of effectivestrategies in teaching literacy and numeracy skills and knowledge.

Teachers engage in professional discussion and collaborate to improve teaching and learning. Formal mentoring orcoaching to improve teaching and develop aspiring leaders is provided for teachers. Teachers actively evaluate, shareand discuss learning from targeted professional development with other schools to improve whole school practice.Teachers demonstrate currency of knowledge and evidence based teaching practice in all their teaching areas.

Leading

The leadership team ensures that implementation of syllabus and associated assessment and reporting processes meetNESA and Department of Education requirements, forming a sound basis for student learning. They also ensure that theteacher performance and development policy is implemented in a culture of high expectations for every staff member.The leadership team undertakes annual staff performance and development reviews for all staff. Parents and communitymembers have the opportunity to engage in a range of school–related activities which help build the school as acohesive educational community.

To ensure continuous improvement the leadership team engages in a process of planning, implementation, monitoringand self–assessment to collaboratively develop evidence–based school plans. The school plan aligns to student andsystem priorities and ensures responsiveness to emerging needs. The school collects and analyses learning andwell–being data to monitor the achievement of milestones and review, self–assess and report performance annually.

School resources are used strategically to achieve improved student outcomes. The school's staffing is organised andmanaged to ensure an effective learning environment. The leadership team allocates staff resources to support theachievement of the school's strategic priorities. The school's physical resources and facilities are well maintained and


provide a safe environment for learning. Technology is accessible to staff and students and the school plans forcommunity use of the school facilities. With regard to financial management, the priorities in the school plan drivefinancial decisions.

Administrative practices and systems effectively support school operations and teaching. All school staff are supported todevelop skills for the successful operation of administrative systems and a positive customer service ethic is evident. Theleadership team measures and reports school community (parent and student) satisfaction.

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

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Quality learning

Purpose

The whole school community demonstrates high expectations of learning progress and achievement in conjunction witha collective responsibility for student learning and success.

Overall summary of progress

The number of students demonstrating expected growth has increased for numeracy and grammar & punctuation. Therehas been a significant increase in the number of students demonstrating expected growth in writing. The percentage ofstudents demonstrating decreased slightly for both reading and spelling.

At this stage of the 3 year plan cycle students have not achieved the benchmark of 80% demonstrating expected growth.In 2018 75% of students demonstrated growth at or above expected levels. This was an increase from 39% in 2017.

In line with the Premier's Priorities to increase the number of students achieving in the top two bands in reading andnumeracy (combined Year 3 and Year 5 results) by 8% the school has shown a pleasing increase from 27.12% in 2015,27.59% in 2016, 33.59% in 2017 and 38.52% in 2018.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase the percentage ofstudents demonstrating expectedgrowth in literacy and numeracy.At least 80% of studentsdemonstrating expected growth.

Funding for StrategicDirection #1 is reported in"Other Key Initiatives"section of this report –Socio EconomicBackground funding andEarly Action for Success.

In 2018 students showed growth at or aboveexpected levels in: • numeracy 65% (increased from 61% in 2017) • reading 50% (decreased from 55% in 2017) • spelling 46% (decreased from 61% in 2017) • writing 75% (Increased from 39% in 2017) • grammar and punctuation 67% (increased from64% in 2017)

Increased proportion of allstudents in the top two NAPLANbands for literacy and numeracy.


In line with the Premier's Priorities the percentageof students who achieved in the top two bands forreading and numeracy was 38.52% which was anincrease from 33.59% in 2017 and an overallincrease from the 2015 level of 27.12%.

Year 3 reading showed an increase from 39.4% in2017 to 52.8% in the top two bands in 2018; Year 3writing showed an increase from 41.2% to 41.7% in2018; Year 3 numeracy increased from 36.4% to38.9% in 2018.

Year 5 students showed an increase in spellingfrom 22.6% in 2017 to 24% in 2018; Year 5numeracy showed an increase from 16.1% to 28%in the top 2 bands; grammar and punctuationresults remained constant at 32%.

Increase the proportion ofstudents who canidentify and demonstrate activeengagement with their learning,as identified by external surveys.


Student results from the "Tell Them From Me"surveys undertaken in April and Septembershowed: • an increase in students identifying that they havepositive behaviour at school from 86% inSeptember 2017 to 92% in April 2018. Thiscompared to 83% in September 2018 although atthis time 100% of Year 5 students identified theirbehaviour as being positive, compared to the statenorm of 83%.






Increase the proportion ofstudents who canidentify and demonstrate activeengagement with their learning,as identified by external surveys.

• The number of students identifying themselves asbeing interested and motivated in their learningfluctuated between 64%, to 76% to 61% inSeptember 2018, compared to a state norm of 78%. • an increase from 58% to 92% of studentsparticipating in sports at school compared to statenorm of 83%. This aspect was not surveyed inSeptember 2018. • A decrease in students participating in extracurricular activities at school from 82% inSeptember 2017 to 69% in April 2018 compared toa state norm of 55%. This aspect was not surveyedin September 2018.

Next Steps

In 2019 it is anticipated that the following programs will be implemented or continue to be implemented: • Language, Learning and Literacy (L3) will be implemented in all classes from Kindergarten to Year 2 • Targeting Early Numeracy (TEN) will be implemented in all classes from Kindergarten to Year 2 • Focus on Reading (FOR) and Seven Steps Writing will continue to be used as a framework and common language

for reading instruction in Years 3–6. • Strategies developed as part of the Tamworth Operational Writing Initiative will continue to be implemented across

the school with data collected each term identifying the learning focus for that term.



Quality teaching

Purpose

The school has embedded systems for collaboration, classroom observation, the modelling of effective practice,assessment, data analysis and effective feedback to drive and sustain ongoing school wide improvement in teachingpractice and student outcomes.


The number of students demonstrating expected growth has increased for numeracy and grammar & punctuation. Therehas been a significant increase in the number of students demonstrating expected growth in writing. The percentage ofstudents demonstrating decreased slightly for both reading and spelling.

Data obtained from the student survey section of the "Tell Them From Me" survey has shown considerable fluctuations inthe data reported. The September 2018 student survey was a shortened survey and therefore some elements cannot becompared from April to September results.





Literacy & Numeracy

Increase the percentage ofstudents on external data(NAPLAN) who aredemonstrating expected growth inliteracy and numeracy.


In 2018 students showed growth at or aboveexpected levels in: • numeracy 65% (increased from 61% in 2017) • reading 50% (decreased from 55% in 2017) • spelling 46% (decreased from 61% in 2017) • writing 75% (Increased from 39% in 2017) • grammar and punctuation 67% (increased from64% in 2017)

Increase the percentage ofstudents on internal dataprocesses achieving at or aboveexpected growth.


Students were reported to be working at or aboveexpected levels in the following areas:

Reading – Kindergarten 59%; Year One 41%; YearTwo 83%.

Writing and creating texts – Year One 66%; YearTwo 63%.

Numeracy (quantifying number) – Kindergarten70%; Year One 59%; Year Two 78%.

Numeracy (additive strategies) – Kindergarten 84%perceptual level; Year One 81% figurative level,;73% counting on; 63% counting back; Year 2 –76% counting on and back; 38% flexible strategies.

Increase the proportion ofstudents demonstrating activeengagement with their learning.


Student results from the "Tell Them From Me"surveys undertaken in April and Septembershowed: • an increase in students identifying that they havepositive behaviour at school from 86% inSeptember 2017 to 92% in April 2018. Thiscompared to 83% in September 2018 although atthis time 100% of Year 5 students identified theirbehaviour as being positive, compared to the statenorm of 83%. • The number of students identifying themselves asbeing interested and motivated in their learningfluctuated between 64%, to 76% to 61% in






Increase the proportion ofstudents demonstrating activeengagement with their learning.

September 2018, compared to a state norm of 78%. • an increase from 58% to 92% of studentsparticipating in sports at school compared to statenorm of 83%. This aspect was not surveyed inSeptember 2018. • A decrease in students participating in extracurricular activities at school from 82% inSeptember 2017 to 69% in April 2018 compared toa state norm of 55%. This aspect was not surveyedin September 2018.

Next Steps

In 2019 it is anticipated that the following programs will be implemented or continue to be implemented: • SPinS (Speech Pathology in Schools) – a program in conjunction with University of Newcastle Speech Pathology

students • CTC (Communication Training in the Classroom) – a professional learning program delivered by an experienced,

qualified speech pathologist delivered by Hunter New England Health staff. • Quality Teaching Rounds – program will commence for staff who elect to be a part of the school based program



Quality leadership

Purpose

The school maintains a focus on distributed leadership that sustains a professional learning community based onevidence based teaching practice and ongoing improvement.


Professional learning throughout the year has been actively participated in by all staff. Needs within the school havebeen identified and made a focus for future professional learning.





Professional learning isembedded across the wholeschool with distributed leadershipevidenced in its delivery.

Professional LearningInitiative funding of $14,569

An Assistant Principal (3–6) was released fromface–to–face teaching load to act in the role ofInstructional Leader (3–6).

Stage teams meet on a fortnightly basis tocollaborativley review learning needs for students.These teams are led by the Assistant Principals andthe Instructional Leader (K–2). Responsibility forthe co–ordination of technology resources withinthe school has been delegated to two teachers whoare mentored by a member of the executive. TheSchool Learning Support Officers meet with theLearning and Support Teacher on a weekly basis totake part in professional learning activities designedto support them in their roles.

Professional learning teams areestablished and maintained forcross curriculum, school planpriorities and the needs of theschool community.


Professional learning teams have been establishedfor: • Early Stage 1/Stage 1 teachers • Stage 2 and 3 teachers • Digital technology • Wellbeing and Learning Support • Transition to school (Preschool to Kindergarten) • Transition to high school (Year 6 to 7) • Creative arts • Sports • Community involvement activities such as Eastercelebrations, Mum's Marvellous Maths Morning(MMMM) and Big Boys at Blackalls (BBB) morning

Professional learning calendarreflects school priorities detailedin the school plan.

Professional LearningInitiative funding of $14,569

Professional learning activities are conducted tosupport the priorities of the school plan.Professional development plans are negotiated forall staff and the professional learning calendar alsoreflects these identified needs.

Next Steps

In 2019 staff will be trained in a revised version of "You Can Do It!" and the "Good for Kids, Good for Life" initiative.

Professional learning schedules will continue to be developed each term based on identified teacher and student need.

Professional teams established in 2018 will be continued.


Position of Instructional Leader (3–6) will be continued into 2019.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading ($29 400.00)

The school has continued to participate in aToronto Learning Community initiative,MGoals. This is a digital publishing platformand our stories have been shared onStorylines.

Teachers were released from class to preparePersonalised Learning Plans (PLPs) for allAboriginal students. All participantswelcomed this dedicated time.

Students were offered financial assistance toenable them to participate in majorexcursions, creative arts activities and otherschool activities.

All students K–6 attended a performance forNAIDOC Week tilted "Flight, Sound and Fire –Science with an Aboriginal Perspective". Theshow looked at the scientific principles behindsome of the great inventions andenvironmental understandings of theAboriginal and Torres Strait Islander Peoples.

Low level adjustment for disability • Low level adjustment fordisability which includedstaffing loading of 0.8 FTE$104,113 and Learning andSupport – Flexible funding$28,880

The Learning and Support Teacher (LAST)co–ordinated the Learning Support Team,developed and implemented programs forstudents needing tier 2 and tier 3interventions and liaised with staff andparents of students with additional supportand learning needs.

School Learning Support Officers wereemployed to support student learning andparticipation and to undertake studentinterventions at the tier 1 and 2 levels. Datacollection and analysis showed that theseprograms were effective in improving studentoutcomes.

Quality Teaching, SuccessfulStudents (QTSS)

• Quality Teaching,Successful Students(QTSS) ($38 522.00)

Additional staff time was allocated to theInstructional Leader (K–2) and the AssistantPrincipal (3–6) to support their roles as staffmentors to develop teacher capacity.

Socio–economic background • Socio–economicbackground equity fundingof $256,722 which includedstaffing loading of 0.3 FTEand equity flexible fundingof $225,488.

Teachers were released to conduct interviewswith parents in both Term 1 and 3. Writtenreports were issued in Terms 2 and 4.

Additional teacher time and additional SLSOtime was purchased to extend the tier 1 andtier 2 interventions programs within theclassroom.

An Assistant Principal was released from aface–to–face teaching load to undertake theduties of Instructional Leader (3–6).

The position of Learning and Support Teacher(LaST) was supplemented with additionaltime to enable additional support for tier 3interventions and to co–ordinate learningsupport team meetings for students withadditional learning needs.


Socio–economic background • Socio–economicbackground equity fundingof $256,722 which includedstaffing loading of 0.3 FTEand equity flexible fundingof $225,488.

Staff were released for professional learningand discussions relating to teaching, learningand assessment tasks. Teachers rated thistime as highly valuable in facilitatingconsistent teacher judgement and collegialdiscussion in regards to assessment andfuture learning.

Literacy and numeracy resources werepurchased to support student learning.

Technology resources were upgraded, withthe major purchase being a class set of laptopcomputers and a charging/security cabinet forStage 2 classes.

Support for beginning teachers • Great Teaching, InspiredLearning funding of$13,786

A temporary beginning teacher was providedwith additional RFF time and time wasprovided for a mentor to work with theteacher.

Early Action for Success Staffing entitlement of 0.8FTE Instructional Leader(Deputy Principal level)$127,418

The Instructional Leader worked in K–2classrooms mentoring teachers.

K–2 staff continued training in L3, with thetraining program being funded by the EarlyAction for Success program.

In 2018 the Instructional Leader supportedthe implementation of the Targeted EarlyNumeracy (TEN) program in K–2 classrooms.

Student learning data was collected using theACARA Learning Progressions for allstudents across K–2. Data collected wasrecorded in PLAN 2 and BSKA using theAssessing Literacy and Numeracy website.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 109 113 109 115

Girls 104 111 109 100

Student attendance profile

School

Year 2015 2016 2017 2018

K 96.2 92.9 96.1 91.9

1 93.4 93.3 93.9 95.9

2 95.5 93.5 93.5 93.1

3 96.3 94.2 93 93.5

4 93.4 94.4 95.1 93.4

5 90.3 93.8 94.6 94.2

6 94.2 92.5 92.2 94

All Years 94.2 93.5 94 93.7

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Daily student attendance was recorded electronically byteachers and then transferred to ebs central (StudentAdministration) by the School Administrative Officer.SMS messages were sent to parents each day wherestudents had unexplained partial or full day absences.

Attendance was monitored regularly throughout theyear by the school executive and the Learning SupportTeam who worked with parents to resolve attendanceissues.

If the school was unable to resolve the issues with theparents the matter was referred to the Home SchoolLiasion Officer. During 2018 a small number of students

were referred. Some students were placed on 20 daymonitoring programs and all showed improvedattendance.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 2

Classroom Teacher(s) 8.45

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.6

School Administration and SupportStaff

2.42

*Full Time Equivalent

At Blackalls Park Public School one staff memberidentifies as a proud descendant of the Ywaalaraaypeople.

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 20

Professional learning and teacher accreditation

All teaching staff meet the requirements foraccreditation with the NSW Education StandardsAuthority. For most teachers this accreditation is at theproficient level. The school is supporting threetemporary teachers (currently at graduate level) tobecome accredited at proficient level.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.


2018 Actual ($)

Opening Balance 350,186

Revenue 2,540,581

Appropriation 2,408,064

Sale of Goods and Services 996

Grants and Contributions 129,336

Gain and Loss 0

Other Revenue 0

Investment Income 2,185

Expenses -2,450,528

Recurrent Expenses -2,450,528

Employee Related -2,201,548

Operating Expenses -248,980

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

90,053

Balance Carried Forward 440,239

The school's budget and financial position aremonitored by the the budget committee, consisting ofthe Principal, School Executive and AdministrativeManager. The thanks of the budget committee must goto Mr Rohan Mason for his dedication to ensuring theaccuracy and effectiveness of the school's budget andfinancial position on a day to day basis.

In 2019 the school will use funds available to continueto release an Assistant Principal from face to faceclassroom teaching. The Assistant Principal will take onthe role of Instructional Leader for Stages 2 and 3, aprogram which proved to be highly successful in 2018.

Financial summary equity funding

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

2018 Actual ($)

Base Total 1,666,993

Base Per Capita 42,154

Base Location 0

Other Base 1,624,838

Equity Total 398,292

Equity Aboriginal 29,400

Equity Socio economic 256,722

Equity Language 0

Equity Disability 112,170

Targeted Total 87,952

Other Total 213,167

Grand Total 2,366,404

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

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

School-based assessment

For students in Kindergarten – Year 2 data wascollected using 4 elements (3 elements forKindergarten) of the Australian Curriculum, Assessmentand Reporting Authority (ACARA) LearningProgressions for all students. Collected data wasrecorded in Planning Literacy and Numeracy 2 (PLAN2) and Best Start Kindergarten Assessment (BSKA).Data was closely monitored and reported by theInstructional Leader as part of internal schoolprocesses, Early Action for Success and Language,Learning & Literacy (L3) expectations.

In reading 59% of Kindergarten students were at orabove expected levels; 41% were working towardsexpected outcomes. In Year One 75% of studentsachieved expected reading outcomes and 83% ofstudents in Year Two achieved expected levels.

In writing and creating texts, data was collected forYears One and Two. 66% of Year One and 63% ofYear Two students achieved expected outcome levels.

Numeracy achievement was recorded against thequantifying number and additive strategy elements ofthe learning progressions. In quantifying number 70%of Kindergarten students, 59% of Year One and 78% ofYear Two achieved expected outcome levels. Withinthe additive strategies element 84% of Kindergartenstudents achieved perceptual level; in Year One 81%were at figurative level, 73% at counting on and 63% at


counting back; in Year 2 76% were at counting on andback and 38% were working at the flexible strategiesstage. These figures do not always add to 100%because students can be in more than on level.

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Year 3 NAPLAN Literacy – 39 students sat for theNAPLAN literacy tests. One student was absent for thereading test. No students were exempt or withdrawnfrom the tests. All students sat the pencil and paperversion of the tests.

Year 5 NAPLAN Literacy– 25 students sat for theNAPLAN literacy tests. No students were absent,withdrawn or exempt from any of the tests. All studentssat the pencil and paper version of the tests.



Year 3 NAPLAN Numeracy– 38 (out of 39) students satfor the NAPLAN numeracy tests. One student wasabsent for the test and no students were exempt orwithdrawn from the test. All students sat the pencil andpaper version of the test.

Year 5 NAPLAN Numeracy – 25 students sat for theNAPLAN numeracy tests. No students were absent for

the test and no students were exempt or withdrawnfrom the test. All students sat the pencil and paperversion of the test.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the school


data.

One of the Premier's priorities was to increase theproportion of NSW students in the top two NAPLANbands for reading and numeracy by eight per cent by2019.

Students at Blackalls Park Public School have shownsteady growth in the number of students in these toptwo bands since 2015 (27.12%), with 38.52% ofstudents achieving in the top two bands for literacy andnumeracy in 2018. In the 2018 NAPLAN reading test52.78% of Year 3 students achieved in the top twobands for reading.

Results for Aboriginal and Torres Strait Islanderstudents are not reported here because of the smallcohort of students involved.

Parent/caregiver, student, teachersatisfaction

Tell Them From Me (TTFM) is a suite of surveys formeasuring student engagement and well–beingavailable to Department of Education schools throughthe Centre for Education Statistics and Evaluation(CESE).

A total of 85 students from Years 4, 5 and 6 completedthe Tell Them from Me – Part 1 survey in April and theTell Them from Me – Part 2 survey in September 2018.The primary school survey measures 15 indicatorsbased on the most recent research on school andclassroom effectiveness.

In aspects of social–emotional outcomes our studentsreported: • a lower number of students with a positive sense

of belonging, where students feel accepted andvalue by their peers and by others at their school(73%) compared to the NSW Govt norm (81%)

• students with positive behaviour at school on parwith the NSW Govt norm of 83%. 100% of Year 5students reported that they did not get into troubleat school for disruptive or inappropriatebehaviour.

• a lower rate of interest and motivation in theirlearning (61%) compared to the NSW Govt norm(78%).

• a significantly lower level of bullying (25%)compared to the NSW Govt norm (36%). Thedifference was most profound with data relating tomale students where 21% of students reportedthat they had been subjected to moderate tosevere physical, social or verbal bullyingcompared to the NSW Govt norm (41%)

• that they have someone at school whoconsistently provides encouragement and can beturned to for advice (7.6% compared to the NSWGovt norm (7.7%)

Teachers completed the "Focus on Learning" teachersurvey in September, 2018. The survey is based on twocomplementary research paradigms. One is effectiveschools' research which has identified the most

important correlates of student outcomes. The secondparadigm relates to dimensions of classroom andschool practices.

Staff rated the areas that drive student learning as: • leadership as 7.6 out of 10 (NSW govt norm 7.1) • collaboration as 8.0 (NSW govt norm 7.8) • learning culture as 7.7 out of 10 (NSW govt norm

8.0) • data informs practice as 7.3 out of 10 (NSW govt

norm 7.8) • teaching strategies 7.3 (NSW govt norm 7.9) • technology as 5.2 (NSW govt norm 6.7) • inclusive school as 7.7. (NSW govt norm 8.2) • parent involvement as 6.7 (NSW govt norm 6.8)

Teachers rated the dimensions of classrrom and schoolpractice as: • challenging and visible goals as 7.2 out of 10

(NSW govt norm 7.5) • planned learning opportunities as 7.4 out of 10

(NSW govt norm 7.6) • quality feedback as 6.7 (NSW govt norm 7.3) • overcoming obstacles to learning 7.4 (NSW govt

norm 7.7)A small number of parents (17) completed the "Partnersin Learning" parent survey during September 2018. Thesurvey includes seven separate measures, which werescored on a ten–point scale. A score of 0 indicatesstrong disagreement; 10 indicates strong agreements;5 is a neutral position. In all seven categories ourscores were above the NSW government norms. • parents feel welcome 7.7 (NSW govt norm 7.4) • parents are informed 7.4 (NSW govt norm 6.6) • parent support learning at home 7.4 (NSW govt

norm 6.3) • school supports learning 7.8 (NSW govt norm 7.3) • school supports positive behaviour 8.1 (NSW govt

norm 7.7) • safety at school 8.0 (NSW govt norm 7.4) • inclusive school 7.8 (NSW govt norm 6.7)

Policy requirements

Aboriginal education

During the year the school worked to further developand sustain its positive and inclusive school culture. Inpartnership with parents/carers and studentsPersonalised Learning Plans were developed forAboriginal students to ensure participation andengagement in learning and improved outcomes forstudents. Students included academic, social andcultural goals in their plans. Learning outcomes in bothliteracy and numeracy were closely monitored for thesestudents, both as part of their PLP and as part of aquality teaching and learning classroom.

As part of of the Toronto Learning Community theschool worked with Mankillikan AECG and TorontoHigh School to ensure an effective transition to highschool for Year 6 students.

As a member of Mankillikan AECG the schoolparticipated in MGoals, a program which supports


Aboriginal Culture and Education. The Storylinescomponent of the website provides students with anopportunity to discover more about their own heritageand identity, building self–esteem and confidence. Thegoal setting program helps students to build theirknowledge through aspiring to and achieving their goalsaligned to living and learning.

As part of our NAIDOC Week celebrations the schoolhosted a visit from Jollybops who presented a showtitled "Flight, Sound and Fire – Science with anAboriginal Persepctive". The show looked at thescientific principles behind some of the great inventionsand environmental understandings of Aboriginal andTorres Strait Islander Peoples.

Multicultural and anti-racism education

During 2018 a member of the teaching staff undertooktraining in the role of ARCO (Anti Racism ContactOfficer). There were no incidents to deal with in 2018.

Blackalls Park Public School acknowledges the culturaldiversity of our nation and the importance thateducation plays in promoting harmony. Multiculturalperspectives are promoted throughout the curriculumvia cross–curricular priorities.


Documents

2018 Blackalls Park Public School Annual Report · these prizes, we also drew our major prize of a Nintendo DS. Any student who had filled a points card at any time during 2018 had