Annual School Report 2014 - Brisbania Public · PDF fileBRISBANIA PUBLIC SCHOOL Annual School Report 2014 1498 . ... transformed the canteen into a profitable ... mentor teachers via

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BRISBANIA PUBLIC SCHOOL

Annual School Report 2014

1498

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School context statement

Brisbania PS is a community focused school located at Saratoga on the Brisbane Water of the Central Coast. We have a strong academic, sporting and creative focus for our tolerant, respectful, active and engaged 428 students. Our dedicated, passionate, caring and professional staff work in partnership with our strong, supportive parents and community to ensure that every student reaches their full potential in a friendly and safe environment.

Principal’s message

2014 is my first year as principal at Brisbania PS. The staff, students and community have been very supportive in what has been a very difficult year for me personally. I appreciate their support, especially given that I was a nominated transfer due to decreasing enrolments at my previous school.

My Executive team has demonstrated strong leadership of their teams and all staff have worked tirelessly for the good of the students and the school.

Stage 2 have established a veggie garden and were wonderful in all their performances of the Junkyard Orchestra at Erina Fair and at school.

Stage 3 students have shown leadership through their LIMS program.

All students participated in Sports In Schools increasing their ability in fundamental movement skills and NAIDOC day our celebration of Aboriginal culture.

A committed Learning and Support team has overseen support for students throughout the year and enrichment groups have been running across a range of areas.

Strong transition programs have been implemented for Kindergarten and Year 7 to prepare students for 2015.

Brisbania was a host venue for the Central Coast Public Speaking Competition. We participated in the Central Coast Drama and GATs camps as well as many team sports and the ball games carnival.

STAR FM did their breakfast broadcast from the school in November with a BBQ, fruit and juice breakfast.

We held our book parade with students and staff taking great effort to look amazing as favourite book characters.

Student results in NAPLAN have been consistent with past years. The growth in Reading, Writing and Spelling is above state average.

Our P&C have been extremely proactive this year with very profitable fundraisers- a fabulous fete, trivia night, discos and raffles. They have transformed the canteen into a profitable venture.

Mrs Heazlewood had her skills recognized by being asked to fulfill roles at Gosford office to support teachers across the Central Coast in the areas of teacher accreditation and P-2 Initiatives.

We have purchased new iPads and laptops to increase our use of technology across Key Learning Areas. Additionally, new guided and home readers and a great Aboriginal literacy program Yarning Strong were purchased.

LMBR continues to be a slow process with many problems that we are trying to overcome. Mrs Baxter has worked extremely hard to upskill in all areas to make the implementation as simple as possible.

Teachers have worked hard on the school plan for 2015 with our strategic directions set as Wellbeing, 21st Century learning and New Curriculum implementation.

An Assembly of Excellence was introduced and held at the end of Term 1, 2 and 3 to celebrate achievements.

It has been a very busy, enjoyable, productive year.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Annette Parrey

P & C and/or School Council message We are fortunate to have such a wonderful

community spirit here at Brisbania Public School.

Everyone has worked so hard this year to

promote the education and wellbeing of our

students. This has been a collaborative effort

including the members of the P and C, the

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students, families, teachers, administration and

grounds staff and our dedicated principal.

This year, our focus as a P and C Committee was

to discuss and resolve concerns of the families in

our school, fundraise to help provide additional

resources for use, operate our canteen and

uniform shop and create a positive welcoming

environment for all of our students and their

families. We have successfully met all of our goals

through the hard work and devotion as a team.

Our fundraising events this year included; Easter

Basket raffle, Mother’s day stall and raffle, a trivia

night, cake stalls, Father’s Day stall and raffle and

our Spring Fete. All of our raffles are an exciting

tradition that brings everyone together. The

Mother’s and Father’s Day stalls give our

students the opportunity to experience

independence when selecting a lovely gift for the

special person in their life. Our fete was such a

great success all round and it was fantastic to see

so many children enjoying themselves with their

families. We had perfect weather with loads of

terrific stalls, exciting rides and incredible

entertainment. We also ran fantastic school

discos and a carols by torchlight night to provide

exciting social opportunities for our students.

A huge thank you goes to everyone who was

involved with all of our events both on the day

and behind the scenes. We are also so

appreciative of all of our families and local

businesses who were so generous with their

donations, sponsorship and discounts. This

generosity combined to make our events truly

successful. Collectively, we were able to raise

more than $35,000 in total. This money will go

towards helping purchase items including school

signage, iPads and interactive whiteboards and

resource bags for our amazing teachers.

Our P and C run canteen headed by our fantastic

manager Paula Egan, has had a great year all

round. Again, our canteen has earned the Central

Coast Healthy School Canteen award. After

sustaining a financial loss over the past years, we

were able to turn this around this year to ensure

we are still able to provide this service to our

families, 5 days a week. This year we have

introduced online ordering and the opportunity

for students to purchase breakfast items. We also

ran a ‘name the canteen’ competition with the

winning entry being Bistro Bania by Ava

Carmichael. Thank you to our fantastic volunteers

and to Paula for her hard work that goes above

and beyond.

Our P and C run uniform shop is looked after by a

team of wonderful volunteers. This shop

operates each Friday morning on the school’s

premises. This year we introduced online

ordering, providing an additional method of

ordering uniform items which has proven very

successful. Thank you to our dedicated

volunteers.

On behalf of Brisbania P and C

Liza Moulton, President

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

As of November, we had 428 students. In Term 3, we had increased enrolments to gain an extra teacher to form another class. Given the time of year, we used this teacher to support students K-6 for the remainder of the year. Stage 2 students had extra literacy and numeracy support three days a week and Stage One and Three two days.

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Gender 2011 2012 2013 2014

Male 213 214 214 218

Female 187 193 195 210

Student attendance profile

Brisbania’s annual attendance rate is 0.1% lower than the state average.

2011 2012 2013 2014

K 96 95.0 96.2 94.8

1 93.2 95.5 95.8 94.7

2 93.8 94.5 95.7 95.2

3 94.6 93.5 94.7 95.0

4 94.2 94.6 94.7 93.7

5 94 95.7 94.0 94.9

6 95.4 93.4 95.7 94.4

Total

94.4 94.6 95.3 94.7

Workforce information

It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

We have a number of part time positions and shared classes and roles. So the number indicated below, is more than the actual staffing allocation, but represents real people.

Workforce composition

Position Number

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 20

Teacher of Reading Recovery 1

Learning and Support Teacher(s) 2

Teacher Librarian 1

Teacher of ESL 1

School Counsellor 1

School Administrative & Support Staff 7

Total 37

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

We have two Aboriginal teachers on staff. We also had an Aboriginal Practicum student this year.

This year, four new staff joined the team. Two of the temporary teachers from 2013 were made permanent.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 79

Postgraduate 21

Professional learning and teacher accreditation

All teachers have been engaged in a combination of in school, out of school and online professional learning across a range of areas to continue to increase the effectiveness of their teaching and student outcomes.

Professional Learning this year included – • Learning Management Business Reform

• The New English, Maths and Science Syllabus

• Executive attended regional Leadership Conferences

• Using laptops and iPads in the classroom.

• Child Protection

• Anaphylaxis, CPR and Emergency Care training

• Autism

• Sport- netball, softball, swimming and

co-ordinator training

• Classroom management

• Beginning Teacher inservices

• Mentoring

• Technology - iPads, robotics

• Wellbeing

• Dyslexia and Reading Difficulties

• Disability Standards

• Dance

• Explicit Teaching in Early Literacy

• Accreditation

• Introduction to L3

• Best Start

• Transition

• Leadership courses

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Throughout the year, staff attended Monday afternoon professional learning activities. These workshops cover a range of mandatory training, such as anaphylaxis response and CPR and emergency care, WHS, Disabilities Standards, English, Maths and Science syllabus and 5P planning.

Four teachers have gained their accreditation at proficient level this year. We have eight teachers who require accreditation.

Beginning Teachers

We have three teachers who were made permanent this year. In addition, we have temporary and casual teachers who are in their first few years of teaching. Funds from Great Teaching, Inspired Learning have been used to mentor teachers via classroom observation, collaborative programming, discussions, out of school professional learning opportunities, inter school visits, supervisors’ mentoring and accreditation sessions.

Financial summary for the Year Ended 31 December 2014

Funds received through the Resource Allocation Model

A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the P&C body. Further details concerning the statement can be obtained by contacting the school.

School performance 2014

Academic achievements

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

RAM Funds

Base (90.9%) Location (0%)Aboriginal (0.1%) Socio-Economic (0.7%)Language (0%) Disability (4.2%)Targeted (2.1%) Other (1.9%)

Opening Balance

(116,555)

Revenue

(2,979,893)

Appropriation

(2,822,464)

Sale of Goods and Services

(2,240)

Grants and Contributions

(151,708)

Investment Income

(3,481)

Gain and loss

-

Other Revenue

-

Expenses

2,957,325

Recurrent Expenses

2,957,325

Employee Related

2,673,426

Operating Expenses

283,899

Capital Expenses

-

Surplus/Deficit for the Year (22,568)

Balance Carried Forward

(139,123)

Component RAM

Base 2,449,200

Equity 135,805

Location -

Aboriginal 3,551

Socio-Economic 18,974

Language -

Disability 113,280

Targeted 57,279

Other 52,503

Total 2,694,787

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The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

In Year 3, 58 students sat for the National

Assessment Program for Literacy.

* 65.5% of students were placed in Bands 4, 5

and 6 for Reading which is below the state

average of 72.2%.

* 8.6% of students were placed in Band 5 for

Reading compared to 19.6% in the state.


Reading which is below the state average of

29.7%.

* In Writing, 46.5% of students were placed in

Bands 4 and 5 compared to 58.8% state wide.


Writing.

* In Spelling, 17.2% of students were placed in

Band 6.

* 67.2% of students were placed in Bands 3, 4

and 5 for Spelling compared to 59% state wide.

* In Grammar and Punctuation, 41.4% of

students were placed in Bands 4 and 5 compared

to 42.7% state wide.

* Only 22.4% of students were placed in Band 6

for Grammar and Punctuation compared to

32.5% in the state.

* In Grammar and Punctuation, students in Bands

1 and 2 were 5.1 % compared to 17.8% state

wide.

http://www.myschool.edu.au/

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NAPLAN Year 3 - Numeracy


Assessment Program for Numeracy.

* In Numeracy, 12.1% of students were placed in

band 2 compared to 11.1% of the state.

* 44.8% of students were placed in the top 2

Bands compared to 42.7% of the state.

* In Data, Measurement, Space and Geometry,

43.1% of students in Bands 5 and 6 performed

slightly lower than the state average of 43.3%.

* 1.7% of students were placed in Band 1

compared to 3.3% of the state.

* In Number, Patterns and Algebra 39.6% of

students were placed in Bands 5 and 6 compared

to 36.5% in the state.

* In Number, Patterns and Algebra 25.9% of

students were placed in Band 4 compared to

25.4% state wide.

Percentage of Year 3 students achieving at or above minimum standard (exempt students

included)

Reading 98.3

Writing 100.0

Spelling 96.6

Grammar & Punctuation 98.3

Numeracy 98.3

NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)


Assessment Program in Literacy.

* 5.2% of Year 5 students were placed in Band 3

for Reading, which is just below the state average

of 5.4%.

* Only 5% are performing below National

Minimum Standards in the area of Reading.

* 56.9% performed in the top three Bands for

Reading.

* In Writing, 9% are performing below National

Minimum Standards which is the same as the

state.

* 71.5% of students in Year 5 are performing in

Bands 4, 5, 6 and 7 in Writing.

* In Grammar and Punctuation, 19.3% performed

in Band 3 and Band 4, which is above the State

average of 16.5%.

* In Spelling, there were only 3.5% of students

performing in the lowest Band and below

National Minimum Standards.

* 36.8% of students performed in Bands 4 and 5

for Spelling.

* 59.7% performed in the top three bands for

Spelling.

Progress in Literacy

Brisbania is above State growth in Reading,

Writing and Spelling.

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NAPLAN Year 5 - Numeracy


Assessment Program in Numeracy.

* In Numeracy, there were no students in the

bottom band compared to 5.1% of the state.

* 50% were placed in Band 4 and Band 5 and

performed at National Minimum Standards.

* 50% of students were placed in Bands 6, 7 and

8 for Numeracy.

* In the test aspect of Number, Patterns and

Algebra, 16.1% of students performed in Band 4,

which is lower than the state average of 18.5%.

* 47.7% of students performed in Band 4 and

Band 5 in Number, Patterns and Algebra, which is

higher than the state average and at National

Minimum Standards.

* 64.3% of students performed in Bands 6, 7 and

8 in Number, Patterns and Algebra compared to

57.3% of the state.

* In Data, Measurement, Space and Geometry,

16.1% of students were in Band 4, compared to

15% in the state.

* 78.5% of students performed in Band 5 and

Band 6 in Data, Measurement, Space and

Geometry and 5.4% in Band 7 and Band 8.

Progress in Numeracy

51.9% of students achieved greater than or equal

to expected growth.

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Percentage of Year 5 students achieving at or above minimum standard (exempt students included)

Reading 94.8

Writing 91.1

Spelling 96.5

Grammar & Punctuation 93.0

Numeracy 100.0

Other achievements

Public Speaking

We had approximately forty children, from

Kindergarten to Year Six enter our annual school

Public Speaking competition. From this, eight

students were chosen to represent the school at

the Central Coast Speaking Competition, which

we hosted for the first time. The competition ran

smoothly and received positive feedback.

Robotics

Miss Isles ran Robotics sessions where some amazing designs were produced.

Technology

Brisbania has seen a huge increase in technology

this year. Both Saratoga IGA and Brisbania P and

C have provided the school with funds to

purchase new iPads. This has increased our total

to 50. The iPads are shared amongst stages,

allowing all children to access them. There are a

huge variety of applications allowing children to

engage in Mathematics and literacy based

activities. The iPad’s are also used in Creative Arts

where students are able to record and edit

movies.

A donation from the Freemasons for 18 iPads

and accessories for Kindergarten 2015 was also

received in December to ensure we have 21st

Century engaged learners.

The school is also fortunate to have 25 laptops

that are rotated throughout the school. The

laptops allow children to work collaboratively and

effectively in small groups. Children use the

laptops for research and are taught to be critical

thinkers and problem solvers when accessing

information. Laptops are also available for

children to edit and publish work samples or

create presentations for their classes.

We also have a computer lab in the library with

30 desktops, as well as desktops in all class

withdrawals rooms.

Band

This year, the Brisbania Band has been

restructured due to a decline in student interest.

The newly formed Brisbania ensemble is made up

of nine students, five children playing clarinets,

two children playing saxophones and two playing

trumpets. The Central Coast Conservatorium of

Music continues to provide the children with

skilful tuition and instruction. We hope numbers

will increase in 2015 which will allow us to reform

the Brisbania School Band.

Choir

Choir has continued to be well attended by over

30 pupils, ranging from Year 2 through to Year 5.

We chose upbeat and popular songs to study and

perform, including ‘Riptide’, Que Sera’ and

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‘Happy’. During our lunchtime practices, we have

developed a range of vocal skills including pitch,

harmony, split group and soloist opportunities.

Alec Walters, Marcus Clarkson and Scarlett

Gibson successfully took on the solo roles this

year, which without doubt gave our choir an

added dimension.

During the course of the year, the choir has

increased its presence within the school by

performing regularly at whole school or stage

assemblies, as well as the end of term Assembly

of Excellences. Our singing has also been enjoyed

and praised by a wider audience of the

community. The choir performed at Erina Fair for

the Erina Learning Community Education Week

Show Case and the fete, as well as spreading the

Christmas spirit through carol singing at the local

shops.

Sport

2014 proved to be a successful and enjoyable one

for the students of Brisbania. Our Southern

Central Coast Zone has continued to flourish with

the professional, dedicated approach of the staff

from all schools ensuring that students were

afforded opportunities to showcase their sporting

talents. Most importantly, PSSA sport allows

children from a wide range of sporting abilities

and backgrounds to enjoy the pleasure and pride

of representing their school. The zone’s annual

ball-games carnival is a perfect example of this,

with student involvement a major focus.

Brisbania had the opportunity to be involved for

the first time in 2014. A team of 170 students

enjoyed a wonderful day, finishing 3rd overall.

During the year, students represented the school

in a wide range of sports. Teams competed in the

NSWPSSA knockout competitions in boys and

girls softball and soccer. Our girl’s netball team,

also took part in the state knockout. 2014 saw

the school become further involved in Oztag.

Teams from both Stage 2 and 3 competed in the

Central Coast Oztag Gala Day. The Stage 2 boys

and girls sides contested the final, with Brayden

being named ‘Player of the Tournament’.

Again, a huge vote of thanks must go to both staff

and parents, who acted in coaching roles. Further

appreciation is also extended to our dedicated

band of parents who assist with transport and

bring wonderful support for the children in their

endeavours.

2014 realised a number of outstanding personal

achievements of which the following students

should be exceptionally proud.

Sara and Baylee were named zone athletics

champions in their respective age groups. Baylee,

Sara, Sam, Nick, Brayden, Ryan, Noah and Mia

represented our zone at the Sydney North

Athletics Carnival. Our largest contingent for

many years. Eryn ran at the regional Cross

Country Carnival held in Gosford. Sam, Calum,

Mia, Haven, Isabella, Arabella, Claire and Eryn

swam at the Sydney North Swimming Carnival.

Another wonderful school representation. Max

was selected in the Sydney North Open Rugby

League Team. Particular congratulations to both

Sam and Eryn who took part in two of the

regional carnivals. A magnificent personal

achievement.

Students, in all stages, are involved in weekly

sport activities. These sessions enhance the

development of fundamental movement skills

and provide opportunities to develop individual

game skills in a variety of games and sports. In

addition to this, students took part in activities

presented through ‘Sports in Schools’ which hone

in on fundamental skill development.

Children in Stages 2 and 3 participate in group

fitness activities twice weekly. These activities are

student led and again, target a wide range of

fundamental movement skills. This program

forms the basis of student participation in the

Premier’s Sporting Challenge.

Throughout 2014, the children of Brisbania Public

School have had the opportunity to participate in

organised coaching clinics from a range of

affiliated sporting bodies. These have included

the AFL and the Central Coast Mariners. An ever

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increasing number of students also compete in

the ‘Weet Bix TryAthalon’ each year.

The overriding aim of all sporting opportunities

provided to the children of the school is to foster

enjoyment and fun through physical activity. In so

doing, students are exposed to benefits that will

influence their entire lives. A significant

component of each child’s involvement in these

activities is the reinforcement of the notion of

fair play, socialisation and sportsmanship.

School carnivals were conducted in Swimming,

Athletics and Cross Country with the following

results:-

Swimming: Koala

Cross Country: Wombat

Athletics: Koala

The overall champion house for 2014 was Koala.

Our carnivals continue to be enthusiastically

supported by parents, friends and relatives who

create a supportive atmosphere which is

appreciated by both staff and students.

Congratulations to Mr Anderson on his two state

awards for his dedication to and promotion of

sport.

Netball

The Tartan Tornados got off to a great start this

year by being involved in a special training day

over at Adcock Park in Gosford, organised by

Netball NSW with the aim of promoting the sport

to indigenous students. The girls were taken

through a range of drills and skills and enjoyed

the chance to play with girls from other schools.

They were able to practise some of these new

techniques during their lunchtime training

sessions ready for the PSSA Netball Knockout

competition. In the first round of the competition

we played at home against Chertsey Public

School. The girls played superbly, utilising all their

new strategies and had a comfortable win of 21-

7. The second round saw them play the strong

side of Umina Public School. As many of their girls

were rep players, the level of play was

challenging for our girls, but at the same time a

valuable learning experience. We lost 25-8 but

the girls never gave up and showed brilliant

sportsmanship during the game. A big thank you

to the parent supporters who attended the

games and well done girls on your efforts this

year.

Girls’ soccer

Our Girls soccer team were fortunate to have the

coaching skills of Mr and Mrs Simon at the

beginning of the season, which set them up for a

brilliant start to the PSSA Soccer Knockout

competition. They played Terrigal Public School in

the first round and showed great skill, working as

a team. They were victorious with a clear win, 3 –

nil. After a long delay, Erina Heights Public School

were able to play us for the second round. After a

nail biting game, the girls coming so close to a

draw in the final seconds, they unfortunately lost

2 - 1. Well done girls on some brilliant game play

and your positive spirit during the tournament.

Thank you to the parents who volunteered to

transport and also cheer on our girls.

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Dance

2014 has been another year of growth, success

and enthusiasm with dance. Groups this year

included a Girls Group and a Boys Group. Thirty

one girls and nine boys performed at the Central

Coast Dance Festival, at Erina Fair as part of the

Erina Learning Community Education Week

Showcase and the school fete. Additionally, this

year, some of our talented students auditioned

for the Central Coast Regional Junior Dance

Ensemble. Amazingly, five dancers were selected

and danced with other students from across the

entire Central Coast. The students attended only

two training days to learn and perfect a

challenging, professional dance.

Environment

Sustainability has been a major focus for Stage 2

this year. Class teaching and learning activities

focussed on energy, water, and recycling and

reusing. Audits across the school were

undertaken by students to determine the usage

and wastage of electricity and water. A number

of suggestions for improvement were then

submitted and acted upon within classrooms.

Students attended an excursion to Remondis at

Kariong to understand what happens to recycling,

garden vegetation and household waste after it

has been collected and the benefits of recycling

and reducing waste to landfill. A visit to the

Kariong Eco garden gave hands on experience

with worm farms, composting and general

garden care.

A school vegetable and herb garden was also

established this year. Stage 2 students care for

the garden each week and supply the school

canteen with the harvested produce. To keep the

garden strong and healthy, our composting bins

and worm farms are kept active with the

students’ Munch and Crunch leftovers and

shredded paper from our office. The NSW

Teachers Federation has recently provided a

grant to be used for the extension of the garden

in 2015. The grant will allow us to develop a

much anticipated bush tucker section in the

garden.

A worm farm & composting workshop was held

at the school with 30 community members

attending. All participants received either a worm

farm or compost bin to take home with them,

courtesy of Gosford Council.

Junkyard Orchestra

This year, Stage 2 participated in the Junkyard

Orchestra School Challenge, a joint initiative with

Erina Fair, the Central Coast Symphony Orchestra

and the Central Coast Conservatorium of Music.

The importance of sustainability was also at the

forefront of the project with Year 3 and 4

students creating and decorating instruments

using only recycled materials. They performed

their composition at Erina Fair during Term 2 and

Education Week and were greatly applauded for

their efforts.

This initiative also provided a series of music

lessons which were creative, engaging and

enjoyable for both teachers and students.

Library

2014 has seen our school library continue to play

an important part in the learning of our students

and teachers through established programs such

as library borrowing, information skills classes,

Premier’s Reading Challenge, Book Week and

Book Fair.

Our bright and inviting learning space has been

well utilised during library sessions and lunches,

chess club, the fete, various meetings and staff

professional development activities.

The library was open four days a week with each

class borrowing, reading and learning new library

skills. Our circulation statistics have been

maintained since 2013 as students are continually

encouraged to always keep a book at their

classroom desk.

Our annual Book Week (18th-21st August)

celebrations were back to their usual glory. The

theme for 2014 was ‘Connect to Reading’ with

students completing a number of related

activities during library sessions. Our traditional

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Book Parade was very successful with many

students dressing up as their favourite book

character. The Book Fair raised $709.16 which

equated to 50 news books for the school library.

Thank you to the parents who supported our

library through the purchase of books.

Significant programs and initiatives

Headstart

Our Kindergarten Headstart is an innovative

program which aims to familiarise children with

the school and its routines in the year before they

start kindergarten. The program runs for five half

days during Term 4 and actively engages children

in the type of learning experiences they will

encounter in their first year of school and enables

them to establish positive relationships with their

peers, with teachers and with older students at

the school. It also allows for the school to provide

new parents with an orientation to the school

and give them important transitional information.

Best Start

At Brisbania Public School, Best Start is a

Kindergarten entry assessment which involves

teachers assessing each student’s early literacy

and numeracy knowledge, skills and

understanding. This knowledge has provided a

great deal of information for teachers in

preparation of their teaching/learning programs.

The Best Start initiative is an ongoing

commitment in all government schools. It is

intended to ensure that all students are on track

in their literacy and numeracy learning by Year 3.

Transition to High School

The transition to Erina High School program gives

Stage 3 students a range of opportunities to

connect with their local, feeder high school.

Term 1

Erina High School Year 7 advisors for 2015, came

to BPS to talk with Year 6 about the class

structure: the A Stream, learning support and the

technology classes. Students and their parents

attended an open information evening at EHS

called term, a Challenge Day with Year 6 and 7

students was undertaken.

Term 2

Razzle Dazzle, where activities including cooking

and science were undertaken. Later in the term,

the first of two Primary Fun Days- Yr 6 attended

EHS with other students from the Erina Learning

Community (ELC) to participate in a range of

secondary based curriculum workshops including

such activities as; metal work, sewing, art, sport,

debating and creative writing.

Term 3

Students who were applying for a place in the A

Stream class, selected samples of their best work

to support their application. The academic test,

to determine placements, was sat in Term 3.

For students requiring additional support with

transition, a strategic program was set up. This

program included a series of lessons on anxiety

prevention (re high school), organisation

(including diary use, timetables, and equipment),

social skills (making new friends etc) and problem

solving.

Additional supervised visits to the high school

and visits to BPS by the transition teacher.

A unit of work, based on the film The Croods, was

prepared by Erina High School English staff, using

the new English Syllabus outcomes. This was the

focus for all ELC S3 students during T3 and

focused on film techniques and conceptual

themes embedded throughout the film.

Term 4

Two exciting days, The Big Day In, were enjoyed

by Year 6 and later Year 5.

This day, full of fun-filled sporting activities, was a

wonderful opportunity for the students to re-

connect with their feeder high school, to

familiarise themselves with its layout and to meet

some of the teachers and other students. For the

first time, a debating challenge between the ELC

schools was undertaken which gave 5 of our

students another opportunity to make further

connections with next year’s peer group. The

year culminated in the Year 5 Fun Day.

Students who are going to Kincumber HS also

participated in transition in Term 4.

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Significant programs and initiatives – Policy and equity funding

Aboriginal education

A number of staff attend Tjudibaring AECG

meetings each month to gain access to local

knowledge, resources and initiatives. The

president is a parent at the school and the

treasurer a teacher. This year the AECG and LMG

schools signed the AECG Partnership Agreement

which is proudly displayed in our foyer.

Flagpoles were erected outside the

Administration building were our Australian,

Aboriginal and Torres Strait Islander flags fly

proudly each day.

Two of our students attended the Walgett

Cultural/ Sporting Exchange in August and were

successful in winning the netball trophy as well as

experiencing a cultural exchange.

Our Year 6 students were involved in Painting the

Hoardings project with their artwork on

permanent display in Terrigal to beautify the

hoardings.

As part of our Creative Arts program, our Year 6

Aboriginal students initiated a Dance Program

and involved non-Aboriginal students as well as

our Aboriginal students. They designed a

contemporary piece under the guidance of

teachers competent in dance and movement.

These students performed their piece at our

Term 3 Assembly of Excellence.

Our environmental initiative, after obtaining

funding from the NSW Teachers Federation Tree

Levy grant, will be used for a bush tucker garden

in 2015.

All classrooms reflect Australian Aboriginal

history and connection with the land. Each year

the school undertakes an Aboriginal Cultural Day,

where students participate in cultural activities

provided by local Aboriginal people.

Reconciliation Week is recognised as a part of

Education Week.

HSIE Units of Work promote an understanding of

Aboriginal cultural heritage.

There are two Aboriginal teachers at the school.

We hosted an Aboriginal practicum student in

Term 3.

An impressive reading program designed for

Stage 2 and 3 students Yarning Strong was

purchased this year and an afternoon was

conducted by a representative from Macmillan to

demonstrate and implement these resources

within the classroom.

Multicultural education and anti-racism

Our school continues to maintain a focus on

multicultural education across the curriculum

by providing programs that develop the

knowledge, skills and attitudes required to live

successfully in a culturally diverse society. Earlier

this year we celebrated Australia’s diversity

during Harmony Day. All students participated in

a variety of activities including music, dancing, art

and languages from other countries. Each class

added a wish of hope and mutual respect for the

world to the Harmony Day tree.

Stage 2 also studied a range of countries from

around the world in Term 3. The culmination of

their focus was a ‘Cultural Explosion’ day where

all students dressed in costumes from around the

world, participated in a range of activities and

shared a multicultural feast with their peers.

We have an anti-racism contact officer on staff to

support students should racism occur.

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Aboriginal background

All students from an Aboriginal background had PLPs written in March in consultation with parents. In November, we had 9 students from an Aboriginal background.

Socio-economic background

Most students are from a middle class background, however, there are a number of students from a lower economic background that require school assistance at times.

English language proficiency

We have two students on the New Arrivals program, this program began in Term 4 with Mrs Vanderstichel supporting the students each day in their English language development.

Learning and Support

Mrs Vanderstichel, Mrs Hatton, Mrs Whelan and Mrs Heazlewood have worked with K-6 students requiring extra learning and support throughout the year. Extra school funds were used to increase teacher time to support students. The main focus was to support students with

Literacy needs, however, additional support

was also provided, in numeracy, social

integration, language and communication,

fine motor, and behavioural skills. Students

are supported by either one-to-one support,

in small groups, or with additional classroom

support in collaboration with the classroom

teachers. In Semester Two, addition time and

funds were allocated to include support for

students from Kindergarten and Year 1.

Throughout the year the following numbers

of students have been offered short term or

on-going support:

Eight students from Kindergarten

received support with early reading

and handwriting skills. Activities to

encourage improvement in fine motor

skills were also provided during

Semester One.

Eleven Year 1 students were

supported in phonics and early

reading strategies.

Twelve Year 2 students have been

offered support in phonics, reading

strategies and sentence writing.

Seventeen Year 3 students and Year 4

students participated in reading and

writing support groups or individual

support and thinking skills as an

extension for twelve students.

Thirteen Year 5 and Year 6 students

have been supported in Literacy and

Numeracy skills programmes.

There are 2 students receiving daily

support with English language skills.

Most students have made improvements

following their support. Several students

have been referred for further assessment

and on-going support. During the year, it was

suggested that several students have their

vision and/or hearing tested.

In 2014, students have been offered an

‘alternative’ play area during the Lunch 2.

Students come to ‘The Hut’ to enjoy free play

in a calmer, more structured atmosphere.

Students are encouraged to share, take turns,

and use friendly words and actions. An

average of 20 students each day enjoy

playing in ‘The Hut’.

Reading Recovery

Reading Recovery has been operating daily with Mr McKeown being trained this year. Mrs Vanderstichel has replaced Mr McKeown when he has been on leave. 8 students have been supported this year.

15

Enrichment groups

Groups for Dance, Choir, Public Speaking and Robotics have been held during the year for students from Years 2-6. Differentiation has occurred in each class to address all learners needs.

Other significant initiatives

Empowering Local Schools funds has been used

to support teachers new to grades with team

programming and planning sessions, mentoring

opportunities, interschool visits for L3

implementation and support for LMBR

implementation.

Great Teaching, Inspired Learning funds have

been used for teachers in their first year of

permanency to support their professional

learning needs. This included course fees,

mentoring sessions, discussions with supervisors,

interschool visits, accreditation sessions and

observation of teaching and feedback.

School planning and evaluation 2012—2014

School evaluation processes

NSW public schools conduct evaluations to

support the effective implementation of the

school plan. The process used was staff

evaluation and monitoring. 2014 has been a

transitional year at the end of the three year plan

and the start of a new principal so the Plan was

modified at the beginning of 2014 and has been

flexible in delivery as staff needs and school

priorities were identified throughout the year.

School planning 2012-2014:

School priority 1

Curriculum- New syllabus implementation and familiarization in Maths, English and Science

Outcomes from 2012–2014

Teachers have the knowledge and skills

to effectively program, teach, assess and

report with the new syllabuses in English

and feel confident to implement Maths

and Science in 2015

All programs, units of work, teaching

resources and assessment tasks are

consistent with the new syllabus

requirements and reflect Quality

Teaching pedagogy.

New Brisbania PS scope and Sequences

written for English, Maths and Science.

Evidence of achievement of outcomes in 2014:

Maths Scope and sequence written for

2015 trial.

English programmed collaboratively.

Consistent Teacher Judgment for

reporting and assessment.

Strategies to achieve these outcomes in 2014

Committees formed for each syllabus.

Training in all syllabuses via whole school

and stage meetings. Individual

professional learning for coordinators.

Erina Learning Comminty Professional

Learning on Maths syllabus.

School priority 2

Visual Teaching Rounds with a focus on new syllabuses and differentiation


Mentoring, critical reflection, deep

pedagogical dialogue, team planning and

improved outcomes in teaching English

with the new syllabus

Every teacher supports and scaffolds

learning, in Reading, through modelled,

guided and independent experiences.

Identified students get support in class

via specific LAST or Reading Recovery

intervention strategies or GATs programs

Evidence of progress towards outcomes in 2014:

Students with learning needs identified

and supported.

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All students increase reading skills.

Strategies to achieve these outcomes in 2014:

Technology used to support programs

Beginning teachers observe other

teachers’ lessons then discuss

effectiveness.

LAST teachers cater for students needing

learning assistance via flexible

timetables.

School priority 3

Innovative practice- Connected Learning and LMBR implementation


All staff developed a personal learning

network

Teachers regularly collaborate via

technology with a growth in density of

teachers creating innovative learning

opportunities

Student outcomes and engagement are

enhanced through more authentic,

connected opportunities.

Brisbania PS successfully implemented

LMBR whilst supporting all personnel and

providing opportunities for a valued,

productive education to all students.


LMBR- Finance implemented

LMBR- sections of Student Management

and Wellbeing implemented

Technology via iPads, IWBs, laptops and

multimedia, Facebook and Skoolbag used

by staff.

The Junkyard Orchestra performed at

Erina Fair using technology, recycling and

music.


Mentoring of staff

Professional learning both internal and

external

Junkyard Orchestra

Purchasing of more hardware- iPads,

laptops, IWBs

Technology Scope and Sequence written

for 2015 implementation.

School Priority 4

Intellectual Quality and Working Mathematically


Differentiated learning is evident in all

teaching programs and assessment

tasks.

Higher order literacy and numeracy

skills are identified, taught and

assessed across the curriculum

All students use the skill of working

mathematically to increase numeracy

sklls


Programs have evidence of

differentiation.

Open ended tasks used for assessments.

Reasoning, Problem solving and

communicating in Working

Mathematically used at students’ ability.


Rubrics used for learning sequences and

prior to tasks

Collaborative programming for

differentiation

Continuum of learning used in Maths

Tracking of K-2 on Maths continuum.

School Priority 4

Sustainability


17

Sustainability identified, practiced and

valued by all community members,

including the realization that Aboriginal

Australians were the first to practice

sustainability.

Beautification of Brisbania PS’s

environment to enthuse students’

sustainability in the wider community.


Stage 2 tending to vegetable garden

Junkyard Orchestra valued by staff,

students and community.


Vegetable garden established.

Junkyard Orchestra established,

instruments made and performances.

Bush Tucker talk at NAIDOC day.

Recycling focus across school.

Fruit and Veg month celebrated K-6 in

November with STAR FM visit breakfast

of fruit and juice.

Parent/caregiver, student, and teacher satisfaction

In 2014, the school sought the opinions of

parents, students and teachers about the school

in general.

All teachers took part in The Tell Them From Me

Focus on Learning online survey. While the SASS

staff, parents and students answered questions

based on the teachers’ survey questions as well

as completing the following:-

Brisbania PS is…..

The best thing about school is ……

The worst thing about school is ……

If I could change one thing at school it would be

……

All students were surveyed in September. They

had to choose their responses from a 5 point

scale- rarely, sometimes, usually, mostly or

always. Following are a summary of their

responses.

K-2 student survey responses

83% always enjoy coming to school.

94% always think their teacher expects them to

do their best.

93% think their teacher always expects high

standards of behaviour.

86% think that what they learn at school is always

important.

90% of teachers always clearly explain what is

expected of students for each lesson.

82% of teachers always help students if they

need help.

80% always use computers and interactive

technology in learning.

86% of teachers always give feedback that assists

their learning.

95% of students have a classroom that is a safe

learning environment.

80% of students think that school is always a safe

place to be.

70% of students identify that teachers always

contact parents if there are problems.

Brisbania is:

The best, fun, great, safe, cool, awesome,

fantastic, interesting, a very good place

to learn and exercise.

The best thing about school is:

Learning, Sports in Schools, having fun,

free play, iPads, lunch, recess, friends,

teachers and the playground.

18

The worst thing about school is:

Getting into trouble, hurting yourself, so

many stairs, so many trees, homework,

people being mean and bullying.

If I could change one thing at school it would be:

More play equipment and grass on

backfield, more iPads and computers,

more toys, sport equipment and lego,

more time with buddies, wear mufti

every day and no homework.

3-6 student survey responses

58% always or mostly enjoy coming to school.

71% always think their teacher expects them to

do their best.

71% think their teacher always expects high

standards of behaviour.

49% think that what they learn at school is always

important.

59% of teachers always clearly explain what is

expected of students for each lesson.

58% of teachers always help students if they

need help.

36% always use computers and interactive

technology in learning.


their learning.

65% of students have a classroom that is a safe

learning environment.

50% of students think that school is always a safe

place to be.

45% of students identify that teachers always

contact parents if there are problems.

Class teachers and Executive have analysed

results and used the information to inform

teaching and future directions.

Brisbania is:

A safe, fun, happy, awesome, wonderful,

fantastic, great, caring place to learn.

The best thing about Brisbania is:-

Friends, learning is fun, wonderful

teachers, computers and iPads, being

challenged, lunchtime, art, Maths,

sport/fitness and lack of bullies.

The worst thing about school is:

Bullies, playground, getting into trouble,

homework, BTN, no rugby league

equipment or team and stairs.

If I could change one thing at school it would be:

a new playground- upgrade facilities and

add posts for soccer/ rugby league,

choose your teacher, people being mean,

no bullies, more sport, less homework,

more teams for sport, slow technology,

bubblers on bottom playground and

uniform.

SASS survey responses

Brisbania PS is

A caring nurturing environment for our

students

A great school! Great kids! Set out well,

with a great canteen and the staff are

caring towards the children.

A caring, nurturing school where staff

have a genuine affection for students,

teachers go over and above their role to

ensure students have every advantage

and opportunity.

A place I enjoy working at, I love my

job…, It’s always interesting and never

boring. I actually have no problem

coming to work every day.

The best thing about Brisbania is

The respectful, well-mannered children

and working as part of a team with staff

dedicated to their roles.

19

The worst thing about Brisbania is

Students and staff not looking after

resources, communication lacking

amongst staff and bullying.

If I could change one thing at Brisbania it would

be

LMBR, lack of parking for staff, visitors

and parents, the subtle staff bullying and

more funding for SLSOs.

Parent survey responses

87% of parents identified that their children

always or mostly enjoy coming to school.

55% of parents always think their teacher expects

them to do their best.

73% of parents think their children’s teacher

always expects high standards of behaviour.

60% of parents think that what their children

learn at school is always important.

73% of parents responded that teachers always

clearly explain what is expected of students for

each lesson.

Parents identified that 64% of teachers always

help students if they need help.

46% of parents responded that students always

use computers and interactive technology in

learning.


their learning as identified by parents.

Parents responded that 75% of students have a

classroom that is a safe learning environment.

57% of parents feel that students think that

school is always a safe place to be.

73% of parents identify that teachers always

contact them if there are problems.

Brisbania PS is:

A school that our children value and are

valued!!!

A safe, happy place that I love sending my

children to. Its high standards across all

areas means it’s easy to recommend to

others.

A small community minded/focussed

school.

A great school with many wonderful

teachers and programs.

A safe and happy environment with a

passionate teaching staff

A personal, friendly, nice school

A family friendly school that brings the

community together.

A lovely school, full of teachers who care

about individuals.

Overall a great school to send our

children to and we are happy to be a part

of the school community.

A great school, child focussed

environment

The best thing about Brisbania is:

Teachers, high quality teaching

standards, nice community feel, all the

different activities, technology, 1 to 1

learning, newsletter and celebration of

Mothers’ and Fathers’ Day.

“It has some exceptional teachers that

nurture the growth of a child’s spirit.”

The worst thing about Brisbania is:

Number of mozzies, stairs, casuals and

trees, not enough home readers and only

20 positions in dance group. More arts

activities for students that like drama,

bullying, no grass on backfield, poor play

equipment, smelly toilets, lights in toilets,

banning foods that the minority are or

may have an allergy to, expenses,

uniform and lack of communication from

teacher if trouble arises.

20

Reference was also made regarding the principal

change in 2014, after the previous principal was

successful by merit selection in 2013, a relieving

principal was appointed in Term 4 2013 and the

present principal was a nominated transfer. So

Brisbania had three changes in a few months.

If I could change one thing at Brisbania it would

be:

Reduce number of trees and hence the

mosquitoes.

Grass desperately needed on oval and

football posts. Upgrade outdoor facilities

and play equipment.

Training for staff in bullying strategies.

Make events first thing in the morning

and give more notice that things are

happening.

Introduction of graded learning groups

for literacy and numeracy across each

year/ stage and music/drama classes

during school hours as part of curriculum.

Introduction of ethics for non- scripture.

A proper drop and go zone where the

child was met at school entry so you

could ensure safety and supervision

before driving away.

More teacher to parent communication

for Stage 3.

Better consultation with parents about

activities out of the school curriculum.

Pram access from High Street.

All comments and responses have been taken on

board and will be addressed within the limits of

time, money and personnel to improve

communication, knowledge and participation of

parents and facilities and personnel.

Teacher survey responses:

Tell Them From Me survey questions were

divided into the following:

Eight drivers of student learning were evaluated:

Leadership, Collaboration, Learning Culture, Data

Informs Practice, Teaching strategies,

Technology, Inclusive School and Parent

Involvement.

Four Dimensions of Classroom and School

Practices: Challenging and Visible Goals; Planned

Learning Opportunities, Quality Feedback and

Overcoming Obstacles to Learning.

Answers were given and tallied for each question

then averaged for each driver out of a possible

score of 10.

Leadership- 8

Collaboration- 8.4

Learning Culture- 8.3

Data Informs Practice – 8.5

Teaching strategies- 8.2

Technology- 6.8

Inclusive School- 8.5

Parent Involvement- 7.6

Challenging and Visible Goals- 8.1

Planned Learning Opportunities- 8.1

Quality Feedback- 7.7

Overcoming Obstacles to Learning- 8.2

Multiple choice questions in regard to

professional learning; professional learning to

achieve a higher level of accreditation; current

employment status; number of years teaching

and professional learning to improve classroom

practice were also answered on a 5 point scale.

100% of teachers engage in Professional

Learning to improve classroom practice

and participate in school based,

classroom focused professional learning.

10% of staff are in their first year of

teaching, with 70% over five years and

20% between 2-5 years.

30% are temporary and 70% permanent.

21

36.8% of teachers agree or strongly agree

that they engage in Professional Learning

to achieve a higher level of accreditation.

Information from the survey will be used for

supervision focus in 2015 and to repeat the

survey at the end of 2015 to see if improvements

have been made in focus areas.

Future Directions

2015-2017 School Plan

NSW DEC is implementing a new school planning

process for 2015-17. The new plan will be

published on the school’s website from the

beginning of Term 2 2015.

In consultation with the community and via data

analysis from surveys, SMART data and current

programs and practices, our three Strategic

Directions are:

Wellbeing and Equity

All students feel safe and supported in an ever

changing environment, promoting emotional

intelligence, social wellbeing and academic

potential. Wellbeing caters for the whole child

incorporating the skills to be resilient,

empathetic, emotionally balanced, socially adept,

nurturing, ethical, content, inclusive and

community minded citizens.

Innovative and Dynamic Teaching

Implementation of the mandatory syllabuses will

achieve school excellence and contribute to

sustained improvement in student learning.

Students learn through differentiated, multi-

modal information to meet their needs across

Key Learning Areas via innovative teaching

practices that increase knowledge, skills, interest

and sustained thirst for learning.

Inquiry based, creative and dynamic learning

environments

Through innovative teaching practice, we will

develop confident 21st Century learners who

think critically in collaborative learning

environments. Students will become adaptable

and goal oriented citizens. An innovative learning

environment provides opportunities for students

to be confident, resourceful, creative,

independent thinkers, communicators and

citizens.

About this report

In preparing this report, the self-evaluation

committee has gathered information from

evaluations conducted during the year and

analysed other information about the school's

practices and student learning outcomes. The

self-evaluation committee and school planning

committee have determined targets for the

school's future development.

Annette Parrey, Principal

Sarah Elliott, Assistant Principal

Joanne Whelan, Assistant Principal

Karen Duruz, Relieving Assistant Principal

Greg Anderson, Teacher

Kim Crompton, Teacher

Kylie Iles, Teacher

Paul Lemmon, Teacher Librarian

Brett Mc Keown, Teacher

Mitzi Self- Teacher

Deanne Simpson, Teacher

Lynda Tilley, Teacher

Vicki Vanderstichel, Teacher

Liza Moulton, P&C President

School contact information

Brisbania PS

High St SARATOGA NSW 2251

Ph: 43691246

Fax: 43631068

Email: [email protected]

Web: www.brisbania.ps.education.nsw.gov.au

School Code: 1498

22

Parents can find more information about Annual

School Reports, how to interpret information in

the report and have the opportunity to provide

feedback about the report at:

http://www.schools.nsw.edu.au/learning/emsad/

asr/index.php

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

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