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Educational and Financial Report 2015
Wisdom
Through
Faith &
Knowledge
29-31 Rossmore Ave West Rossmore NSW 2557 email: [email protected] www.bellfield.nsw.edu.au
btitle]
BELLFIELD COLLEGE ANNUAL REPORT 2015
Bellfield College Contents
1 Messages from Key School Bodies ..............................................................................
From the Chair of the Bellfield Board .............................................................................................................
From the Principal ...........................................................................................................................................
2 Contextual Information About the College ..............................................................
3 Student Outcomes in National and Statewide tests and Examinations
NAPLAN ...........................................................................................................................................................
RoSA Grades ..................................................................................................................................................
4 Professional Learning and Teacher Standards ................................................................................
Professional Learning .....................................................................................................................................
Other Professional learning ............................................................................................................................
Teacher Qualifications ....................................................................................................................................
Workforce Composition ..................................................................................................................................
5 Student Attendance and Retention Rates ....................................................................
Student Attendance and Retention Rates ....................................................................................................
Management of Student Attendance ............................................................................................................
Staff Attendance and Retention Rates.........................................................................................................
6 Enrolment Policies and Profiles .......................................................................................................
7 School Policies ............................................................................................................
Student welfare, discipline, complaints and grievance policies ...................................................................
8 School Determined Improvement Targets ...........................................................................
9 Initiatives Promoting Respect and Responsibility ..............................................................
10 Parent Teacher and Student Satisfaction ..........................................................................................
11 Summary Financial Information .........................................................................................................
BELLFIELD COLLEGE ANNUAL REPORT |
BELLFIELD COLLEGE ANNUAL REPORT 2015
BELLFIELD COLLEGE ANNUAL REPORT | [Document subtitle]
Message from Key School Bodies
From the Bellfield College Chairman
On behalf of the College Board, it gives me great pleasure to congratulate the many students on their successes during this academic year, and wish them the very best and every blessing for the future.
At Bellfield College we encourage all students to pursue excellence in and out of the classroom. We were truly blessed to have all students in the College's first ever HSC cohort pursue further studies at a tertiary level. Special mention must be made of our Dux and School Captain Fatima Muhammadi who entered Medicine at the University of Western Sydney. This success represents a monumental achievement for Bellfield College and is testament to the hard work of all staff, students, parents and volunteers.
Academic success is important because it is strongly linked to the positive outcomes we value for our children. It gives them a better opportunity in life and enables them to contribute to the success of all Australians. As we strive hard for academic excellence at Bellfield College, we remain firmly dedicated to fully articulate its promise as a model for our community in the wider Australian society.
On behalf of the Bellfield Community, I would like to thank all the staff and executives led by our dedicated and passionate Junior school coordinator and now Principal Mrs Ljubica Mansell for a terrific year and a job well done. I would also like to thank all the members of the Board and its subcommittees for their input and insights as well as the professional expertise they bring to our Board and the College. Mr Ali Rajab Chairman Bellfield College Board
BELLFIELD COLLEGE ANNUAL REPORT 2015
BELLFIELD COLLEGE ANNUAL REPORT | [Document subtitle]
From the College Principal
2015 was an extraordinary year at Bellfield College as we saw an increase of 120 students across the College and
an increase of 3 additional full time classroom teachers. It was also a milestone year for the college as we had
the opportunity and privilege to see 6 young men and women complete the HSC, in what was a first for the
College.
As we pride ourselves in building and maintaining strong home and school partnerships, we saw an increase
of parent involvement within the college within the classroom environments. Many parents volunteered their
time to assist with Literacy and Numeracy groups in the mornings and in turn, managed to improve their
skills and knowledge in early literacy and numeracy intervention. As always, our parents continued to support
even minor projects such as targeted year fundraising events, Mother’s and Father’s Day stalls, Literacy and
Numeracy Week activities and our Book Week Parades. Our older generation of supporters increased at the
college in 2015 with the increase of grandparents in attendance of our annual grandparent’s day assembly.
The College identified two areas that needed attention in 2015 in regards to student learning improvements:
Improvement of student writing and grammar and;
Improvement in basic Numeracy concepts
With these identified areas of improvement, the college provided professional development opportunities for
all staff in K-12 to be re-trained in Grammar to improve writing. Nine members of staff were also trained in
the Quicksmart Numeracy Intervention Program., which was implemented in 2015 and has continued into
2016. More information about the Professional Learning opportunities are located throughout the report.
Students in 2015, had the opportunity to participate in a variety of extra curricular activities to support the
mainstream core programs as created by the class teachers. Such activities included: Life Education, Well
being and Cyber Bullying incursions, links with the community through inter-school and inter-faith sporting
activities organised by the Police Liaison Officer and Sport’s Co-orindators, Community Services to the local
retirement village as well as participate and assist with preparing and hosting school organised functions
related to the mission of the College.
It is such a pleasure to see the College flourish and grow and in particular, seeing the success of our students.
Congratulations are in order for the dynamic staff and senior executive for such a productive and successful
year.
Mrs Ljubica Mansell Principal
BELLFIELD COLLEGE ANNUAL REPORT 2015
BELLFIELD COLLEGE ANNUAL REPORT | [Document subtitle]
A message from the Junior School Coordinator:
Bellfield College Junior School Campus consisted of 9 full time and 4 part-time teaching staff and a full time
teacher’s aide in 2015. The Junior School teachers
employed at Bellfield College have an average of 7
years teaching experience and they all have specific areas of expertise, which contributes to the overall
positive atmosphere and daily performance in the
classrooms.
Curriculum
2015 saw the whole junior school implement the direct
instruction approach into spelling and learning to
read. It was decided that a new approach to Literacy
takes place to assist with ensuring all students were receiving the same, clear instructions across all grades.
Survey data from teachers and students, suggested
that there needed to be a unique and simple approach
to ensure that outcomes based teaching and learning
was taking place, across all stages. The goal was that
when students transitioned from one grade to another,
they were able to transition with the same mindset and
instruction about the college’s approach to learning to read and spell.
Daily Literacy and Numeracy blocks, across the Junior
School, continued in 2015, which has proven to be
successful across the campus. With these new
changes, all staff were provided with professional
development opportunities by trained experts to assist
with a smooth implementation process as well as
ongoing support by the College executive to ensure the practices were consistent across all classes in the
Junior School. The daily Literacy and Numeracy
blocks, allowed streaming to take place daily, to ensure
that students’ learning needs would be accommodated
and only the students who experienced high risk to
their learning, would benefit from the additional
support from the learning support unit.
In 2015, teaching and learning programs were of particular focus as well as analysis of students’ raw
work samples and diagnostic assessment data to assist
with designing unique teaching and learning
sequences that met the context of the school as well as
the needs of the individual students. With the assistance of an external professional body, all staff
were trained to create programs that addressed the
points mentioned above as well ensure that all
elements of the BOSTES syllabus documents were in
place.
Teachers had and continue to have a strong support
network in regards to best practice and regularly
reflect on their lessons at a collegial level.
With the assistance of the Literacy and Numeracy Action Plan
initiative and the funding provided, the following programs
continued to run in 2015 in order to support the core learning
programs as well as assist students who were experiencing some
difficulties in Literacy and Numeracy:
K-‐2 Get Reading Right (Synthetics Based phonics approach to reading and writing)
Quicksmart Numeracy Program
3-‐6 Spelling Mastery
MultiLit Intervention programs in Literacy-‐ ‐
PreLit, MiniLit, Reading Tutor programs are
currently in place on a daily basis.
The programs above together with professional learning opportunities for executive and teaching staff
has been mostly funded by the Literacy and Numeracy
Action Plan. All professional development provided to staff has been based on the latest research into what
constitutes best practice, as well as ensuring the
needs of the students and the school’s context are
being carefully considered.
Learning Support
In 2015, the learning support unit operated with 2
learning support teachers and a teacher’s aide assisting
students with learning needs as well as accelerated
learning opportunities.
The learning support unit operated on a daily basis predominantly with small groups of students (no more
than 5 per group) using the MultiLit reading
intervention programs, introduced into our school in
2014.
Extra Curricular Opportunities
In 2015, the students in the Junior School were offered
a range of extracurricular opportunities on a weekly
basis. These activities include student clubs-‐‐ junior and senior chess, debating, choir, Qur’an and book clubs
as well as sporting opportunities including gymnastics,
swimming, gala days and athletics. Teachers volunteer
their time to work with the students and offer them
these opportunities.
Mrs Ljubica (Luby) Mansell
Junior School Coordinator
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Contextual Information About The School Specific features of the college and the Community
Bellfield College is an Islamic independent co-educational school educating young Australians in a nurturing and affirming
community. The College promotes the pursuit of academic excellence and social responsibility. Bellfield College provides
opportunities for enlightenment, and aspires to develop people of faith with high moral standards and integrity. Bellfield
College aims to provide quality education enriched with Islamic principles for students from Kindergarten to Year 12.
Inspired by the teachings of the Qu’ran, the Prophethood and the Holy Imams, the Bellfield College graduate is an illuminated person of faith who is:
Self aware and seeks to realise their full potential to the best of their ability
Respectful and accepting of others through action and attitude A life long learner
A confident global citizen Capable of positive leadership
Creative, adaptable and resilient
Proud of who they are, their Australian identity, and their life long connection with their community
Bellfield College endeavours to foster the intellectual, spiritual and emotional needs of each student. Set on a well
established 11 acres, the physical environment supports the academic and social programs developed to enrich the
learning of our students.
The College has adopted a family centred approach toward education. The educational rights of the family are
paramount. The College aims to play a vital role in providing for the overall development of every student
through its commitment towards supporting every family in their endeavours to strive in the way of Allah (swt).
This will be achieved by supporting parents in being more effective educators of their children through courses,
workshops, seminars, and discussion groups designed specifically for them.
Bellfield College has grown from a College of 8 students in 2008 to 322 in 2015. The college is currently developing a
building program which will provide facilities to allow it to offer educational services to over 1600 students.
Community Soci-Educational Advantage (ICSEA)
School ICSEA value: 94 Average ICSEA value: 1000
Data source: Parent information
Distribution of students
Bottom quarter
Middle quarters
Top quarter
School distribution 42% 29% 21% 8%
Australian distribution 25% 25% 25% 25%
BELLFIELD COLLEGE ANNUAL REPORT 2015
Student Outcomes in National & Statewide Tests & Examinations
NAPLAN 2015
The National Assessment Program – Literacy and Numeracy (NAPLAN) was completed by our students in Years 3, 5, 7 and 9. The data below summarises student achievement. Bellfield College achieved growth in results from years 3 to 5 and years 5 to 7 across most areas. The results in Naplan, along with school diagnostic results, demonstrate that changes in the delivery of the curriculum, with a particular focus to explicit teaching and learning, has benefited the students.
Some of the pleasing results that are evident in 2015 data shows that we had no students below national minimum standards in:
Writing and Spelling in Year 3
Reading, Writing, Spelling or Numeracy in Year 5
Numeracy in Year 7
Spelling and Numeracy in Year 9 The teachers have been professionally developed in analyzing the data from Naplan, with the assistance of the senior executive and data experts to establish school based improvement targets across the college. These school based improvement targets have been embedded into the school plan and all teachers are working to incorporate the targets into their teaching and learning programs.
Year3
Numeracy
Band
Numeracy
State%
Bellfield %
6 18.8 0.0
5 19.3 20.7
4 23.8 17.2
3 21.1 24.1
2 12.6 31.0
1 4.4 6.9
Literacy
Band Reading Writing Spelling Grammar &
Punctuation
State% Bellfield% State% Bellfield % State% Bellfield % State% Bellfield %
6 30.5 6.7 16.0 3.3 27.1 13.3 32.1 6.7
5 19.5 16.7 38.5 20.0 20.1 30.0 20.4 30.0
4 21.0 20.0 23.00 40.0 20.8 20.0 23.6 40.0
3 19.0 40.0 16.4 26.7 18.4 23.3 12.6 13.3
2 5.7 10.0 4.3 10.0 9.6 13.3 7.3 0.0
1 4.3 6.7 1.8 0.0 4.0 0.0 4.1 10.0
Percentages for the components may not add to100 percent because of rounding
BELLFIELD COLLEGE ANNUAL REPORT 2015
2014 BELLFIELD COLLEGE ANNUAL REPORT
Student Outcomes In National & Statewide Tests & Examinations
NAPLAN 2015 (cont.)
Year 5
Numeracy
Band
Numeracy
State%
Bellfield %
8 14.1 0.0
7 16.6 20.7
6 25.6 17.2
5 25.3 24.1
4 15.3 31.0
3 3.0 6.9
Literacy
Band
Reading
Writing
Spelling
Grammar &
Punctuation
State%
Bellfield %
State%
Bellfield%
State%
Bellfield%
State%
Bellfield%
8 17.5 6.1 6.3 6.1 12.9 6.1 18.1 3.0
7 20.5 18.2 15.2 15.2 27.0 15.2 20.6 18.2
6 21.8 15.2 31.5 12.1 25.2 33.3 21.5 21.2
5 20.7 18.2 32.6 42.4 20.0 30.3 22.5 36.4
4 1.5 42.4 8.7 24.2 10.4 15.2 10.7 15.2
3 4.6 0 5.8 0 4.5 0.0 6.6 6.1
Percentages for the components may not add to 100 because of rounding.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Student Outcomes In National & Statewide Tests & Examinations
NAPLAN 2015 (cont.)
Year 7
Numeracy
Literacy
Percentages for the components may not add to 100 because of rounding.
Band
reading
Writing
spelling
Grammar &
Punctuation
State%
Bellfield %
State%
Bellfield %
State%
Bellfield %
State%
Bellfield %
9 11.9 0 4.5 0.0 11.6 0.0 15.9 4.0
8 19.9 8 14.4 4.0 28.3 28.0 18.4 8.0
7 25.8 8 21.9 16.0 27.0 24.0 22.6 16.0
6 26.3 48 27.5 40.0 18.3 24.0 24.9 48.0
5 13.5 28 21.4 32.0 8.3 16.0 10.8 20.0
4 14.1 23.8 10.4 8.0 6.4 8.0 7.4 4.0
Band
Numeracy
State%
Bellfield %
9 13.3 4.0
8 15.8 12.0
7 26.1 8.0
6 27.1 40.0
5 15.9 36.0
4 1.9 0.0
2014 BELLFIELD COLLEGE ANNUAL REPORT
Student Outcomes In National & Statewide Tests & Examinations
NAPLAN 2015 (cont.)
Year 9
Numeracy
Band
Numeracy
State%
Bellfield %
10 13.1 0.0
9 15.5 7.1
8 26.0 42.9
7 28.3 35.7
6 15.1 14.3
5 2.1 0.0
Literacy
Band Reading Writing Spelling Grammar &
Punctuation
State%
Bellfield %
State%
Bellfield %
State%
Bellfield % State % Bellfield %
10 8.2 0.0 5.6 0.0 9.0 0.0 6.31 0.0
9 17.0 21.4 9.0 28.6 18.7 7.1 12.9 0.0
8 25.2 14.3 23.4 7.1 31.1 57.1 26.9 21.4
7 24.3 42.9 22.1 14.3 22.4 35.7 22.4 35.7
6 19.0 14.3 19.7 21.4 10.8 0.0 21.4 28.6
5 6.3 46.7 20.3 28.6 8.1 0.0 10.1 14.3
Percentages for the components may not add to 100 because of rounding.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Student Outcomes In National & Statewide Tests & Examinations
RoSA Grades
Bellfield College is a non-selective school, which is working towards building reputation for high academic
achievement across the cohort. The bl ue pr i nt f or ac hi ev i ng academic success for our students is embedded in
our five year Strategic Plan with 2015 being the year of . Elements of the plan include academic peer culture, small class
sizes in the senior school, professional development for staff to support engaging teaching and learning across a
broad range of subjects, effective use of technology in the classroom and a focus on personal development and character
building. The 2015 student cohort was the fifth round of students to complete Year 10 and thus were allocated RoSA.
The following courses were studied in 2015
Course Hours
ENGLISH 200
Mathematics 200
Science 200
Australian Geography 100
History 100
Visual Arts 200
Personal Development,
Health and P.E. 100
MANDATORY CURRICULUM REQUIREMENTS
4080English Completed
4090Mathematics Completed
4100Science Completed
4110 Human Society and its Environment Completed
4070 Languages Completed
4030Technology Completed
4060 Music Completed
4050 Visual Arts Completed
4040 Personal Development, Health and P.E. Completed
Our Year 10 students began a compression module of the Preliminary/HSC in Term 4 of 2015, where they began studying
3 courses in 2015 and will sit the HSC for these subjects in 2016.
The Compression module for the students is unique for the college, which saw our teachers provided with intense
Professional Development opportunities to prepare and the students for the compression module.
.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Professional Learning & Teaching Standards
Bellfield College has been successful in attracting well qualified, experienced and professional teaching staff with a mix of new scheme teachers who are committed to developing and enriching the diverse talents and abilities of all students. The delivery of teaching and learning experiences of the highest quality in all areas of student endeavour is the primary focus of our staff.
The School’s management structures h as b e e n d e v e l o p e d t o ensure that the academic programs and p a s tor al care of the students, and the professional learning and support for teachers, are viewed by the community as equal priorities for Bellfield College.
In 2015, the coordinators of senior and junior school continued to assume responsibility for staff management and professional learning, and the Principal worked together with the coordinators to ensure that all members of the Bellfield College community were supported, and that the programs for staff and students complimented each other. The Literacy and Numeracy Action Plan Funding (LNAP) funding allocated to the College in 2015 also made it possible for many professional learning events to occur to the highest standard. The funding also enabled the purchase of much needed resources in the areas of literacy and numeracy.
Professional Learning
Bellfield College’s enthusiastic support for professional learning enables staff to remain at the forefront of new directions in educational pedagogy and curriculum content across the full range of NSW Board of Studies subjects. All staff members are encouraged to participate in regular professional learning to widen their skills, improve curriculum knowledge and pursue areas of particular interest. In 2015, our staff attended both internal and external professional learning courses in a range of areas with a strong focus on literacy.
The following headings refer to Australian Professional Teaching Standards that our staff received further professional development in. Professional Knowledge 1 Know students and how they learn
The staff at Bellfield College designed teaching and learning activities that demonstrated their knowledge of the students and how they learn best. All programs were all cross-checked by the curriculum coordinator to ensure that these standards were evident across K-12. Teachers were collegial and planned activities as a team term by term.
2 Know the content and how to teach it
In 2015, Bellfield College programs were designed by the staff to be innovative, outcomes based and ensure that students were engaged in every lesson. Teachers designed and implemented learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
Teachers provided opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. In 2015, the teachers used effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
Teaching and support staff used diagnostic skills and remedial methods to support students with specific learning needs. Many of our staff, attended at least three professional learning sessions during 2015, targeting academic care and student wellbeing.
Professional Practice
3 for and implement effective teaching and learning
Teachers planned and implemented well-structured learning and teaching programs that engaged students and promoted learning in all areas of the curriculum. This also transitioned into the specialist teaching and learning programs, which added consistency across all subjects being taught, at the college. Teachers selected and used relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. With the assistance of Professional development opportunities and watching others deliver content, the teachers were able to deliver a wide range of strategies daily.
4 Create and maintain supportive and safe learning environments
In 2015, teachers established and implemented inclusive and positive interactions to engage and support all students in classroom activities. They established and maintained orderly and workable routines to create an environment where student time is spent on learning tasks. The introduction of Numeracy and Literacy blocks assisted this process to ensure that all students had consistency on a daily basis. In 2015, the college revisited the behaviour management policy to try and provide more positive outcomes for students who experienced difficulties in managing their behaviour. It was a goal for all teachers to tune in with the student’s achievements and abilities in certain subject areas. In senior school particularly, the principal and the coordinator worked with the pastoral care leader to manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully. This was also welcomed by parents, who themselves felt at ease with the new approaches of reporting on child behavioural concerns.
2014 BELLFIELD COLLEGE ANNUAL REPORT
5 Assess, provide feedback on student learning
Teachers developed, selected and used informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. Teachers selected from an effective range of strategies to provide targeted feedback based on informed and timely judgement of each student’s current needs in order to progress learning. In 2015, the teachers met twice a year with parents formally to provide feedback about their child. Students were a part of this process, and gained some useful knowledge about areas that needed attention.
6 Engage professionally with colleagues, parents/carers and the community Bellfield College used and continues to use, the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs. Teachers participated in learning to update knowledge and practice, targeted to professional needs of the school priorities. Teachers contributed to collegial discussions and applied constructive feedback from colleagues and coordinators to improve professional knowledge and practice.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Professional Learning and Teacher’s Standards Teachers attended seminars focusing of school registration and accreditation, professional learning and teacher appraisal development, planning and contributing to the development of the National Curriculum.
The School’s management structure provides opportunities for interested staff to join committees, which focus on the
strategic plan and smooth operation of the School.
Teachers are actively engaged members of their profession and wider community. In 2015, we had teachers continue to
collect and annotate their evidence for the purposes of accreditation.
In 2015, we had all teachers participate in Professional Development opportunities that linked to the current context and
need s of the students of our school. Below is a table of the professional learning opportunities in 2015, the number of
teachers who participated. Also below, there is a parent workshop table that provides information about what support
parents were offered and how many were in attendance throughout the year. .
Focus of Professional Learning Sessions In 2015 – Teachers Number of Participants
Embedding Quality teaching and learning frameworks (and Assessment) into classroom programs 11
Quicksmart Numeracy 9
Staff development day Assessment for, as and of learning
Analysing assessment results in literacy and numeracy and forward planning for Semester 2 11
Literacy and Numeracy Action Planning Days 2
AIS consultancy workshop- Fractions
Afternoon session with Peter Tompkins to build teacher skills and strategies in numeracy k-6 10
Dibels Workshops 2
NUMERACY- ANITA CHIN WORKSHOP MAMRE ANGLICAN COLLEGE K-2 and 3-4 Numeracy strategies
6
LITERACY- GET READING RIGHT TRAINING
9
LITERACY- WRITING WORKSHOP WITH KYLIE LIPSCOMBE
11
LITERACY- GRAMMAR LEARNING SCOPE A beginner’s guide to grammar to improve writing K-12 22
CONSULTANCY
School Plan and focus for 2015– Kylie Lipscombe, Ian Thompson Term 1
Discuss data 2014 and what needs to be our focus for 2015
Consultant support in 2015
Creating a plan for writing workshops, data analysis and support for 2015.
3
CONSULTANCY
Classroom observations Years 3, 4 and 5 with Kylie Lipscombe
Focus: What does writing look like now in our school? What does it need to look like? How can we get there?
AIS Consultant to support Junior School Coordinator with identifying what a writing lesson needs to look like and how to support K-6 teachers in the process.
5
QUICKSMART Numeracy
Training teachers in Numeracy Intervention Program for students experiencing difficulties in Numeracy 14
2014 BELLFIELD COLLEGE ANNUAL REPORT
Staff Development Day Writing and Planning Session
Incorporating mandatory elements of the NSW K-6 Syllabus into Writing Programs for K-6. 12
CONSULTANCY SUPPORT AIS
Email correspondences with Lisa Ridings regarding the Literacy and Numeracy Action Plan 2015 and Momentum Data
2
PALLS Module 5 –Intervention, Evaluation and Future Planning 1
PALLS Module 6- Follow up, Presentation, Classroom Walk Throughs 1
Literacy and Numeracy Continua Workshop AIS
Other Professional Learning
Staff Professional Development Days in 2015 continued to focus on excellence in pedagogy and student achievement, Literacy
and Numeracy and Faculty Curriculum Planning. Staff were encouraged to share expertise and department resources to address
common literacy and numeracy concerns. Continuing Bellfield College’s commitment to experiential learning, other
Professional Development opportunities focused on Community Involvement and Service. During 2015, four members of
Bellfield College staff members were enrolled in post graduate study including masters’ degrees in education and other
university level courses. This professional learning was shared with teaching colleagues at both departmental and whole school
level.
Focus of Parent Workshop Number of
Participants
Parent information and reporting evening 95+
Literacy and Numeracy information session 60+
Quicksmart presentation 95+
Parent Information Evening
Discussions about Literacy and Numeracy Practices/Interventions in 2015
Tips of how to help their child in Literacy and Numeracy
90+
2014 BELLFIELD COLLEGE ANNUAL REPORT
Student attendance and retention rates continued. Student attendance and retention rates
On average, each school day in 2015, 90.52% of students attended school. This is a drop from 2014 attendance average. In 2014,
the College implemented an extended leave policy that allows 10 school days of approved leave for families who wish to travel
during term time. This policy has assisted in improving the overall attendance of the student during term time and in turn,
has allowed students to be at school more days than in previous years.
Management of Student non-attendance
Parents or primary carers were asked notify the School of the student’s first day of absence. A text message advising parents
of the student’s absence is sent by 10.30am of the morning of each absence, by the administration staff. Parents usually return
the message by contacting the school to explain the absence of their child.
All absences from School are to be explained in a letter written and signed by a parent or guardian. Text messages and email
notifications are unacceptable. The note explaining the student’s absence, needed to be brought back to school and handed
into their class or roll call teacher during roll call. In cases of extended illness, parents are to contact the Principal to discuss
the matter or apply for leave.
Staff Attendance and Retention Rates
The average daily staff attendance rate increased in 2015 from the previous year. The attendance rate was 89.5%, which is an
increase from the previous year. Staff absences included in this calculation are staff members who were absent due to illness or
unpaid leave. This does not include staff members who were absent on approved leave, including family or long service leave,
or those attending professional development courses or on tours or excursions with students.
In 2015, we retained all members of our teaching staff for the course of the year. In addition to retaining all of our staff, 2015
saw the employment of 3 additional teachers in the Junior school, due to our increased population of students.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Enrolment Policies & Profiles
Enrolment Policy
Rationale:
1. All children enrolling at Bellfield College deserve a
smooth transition that enables them to become part
of our College with a minimum of disruption and
maximum support.
2. Bellfield College will seek enrolment of students from
families who desire a quality education for their
children and who support the ethos of the College.
3. Priority of enrolment will be given to siblings of
current School families, so that all children of the
family can be enrolled at Bellfield College if possible.
4. Enrolment guidelines will exist to maximise the
opportunities for enrolment of students from families
in financial hardship, families with special needs
students, and students from families of other
countries, ethnic backgrounds or cultures; with
reference to the stewardship of resources.
Aims:
To provide an efficient process of enrolment that satisfies the
needs of both students and the College.
Procedure:
All applicants will be processed using the College’s enrolment
policy:
All enrolment applications must be made in writing on
the School's Enrolment Application form and be
accompanied by the prescribed fee and the applicant’s
last 3 school reports (with the exception of
Kindergarten children).
To be considered for enrolment, parents need to
attend an interview with the Principal or delegate and
fill out an official enrolment form for each child
wishing to enrol.
Upon receipt of an application and prior to enrolment
being offered, the Principal shall interview the
parent(s) applying for enrolment, using the ‘Interview
Form’ provided by the Registrar for this purpose. A
recommendation to the Principal regarding
enrolment follows the Interview, unless financial or
other issues are identified and need to be resolved
before a recommendation can be made to the
Principal. In certain cases, the Principal will also
contact the student’s last school of enrolment to
confirm details about the applicant.
Prior to offer of enrolment, students will undertake
the appropriate pre-enrolment testing and
assessment. Enrolment will be offered with reference
to, among other criteria, date order of application
received and availability of a place in the school in one
of the above mentioned enrolment categories, and
family interview with the Principal.
The purpose of testing is to assess a student and help
identify any special needs that the student may require
in order to assist his/her learning. Testing is
performed with reference to the last 3 School Reports,
or other prior test results if applicable.
The results of testing will be discussed with the
Principal, ESL/Learning Support staff, relevant
Coordinators and parents. The school will make a
recommendation to the parents based on the test
results.
Each applicant’s supporting statement/interview
responses regarding their ability and willingness to
support the College’s ethos will be considered.
Upon issue and acceptance of an offer of enrolment,
the enrolment deposit in the form of an application fee
is to be paid. This is non-refundable.
Students enrolling at our College will be required to
provide proof of age (indicating that they have turned
5 years of age by the 31st of July of that year) an
immunisation certificate, and proof of any previous
Schooling.
Upon considering a child’s enrolment at the College,
the Principal will consider how to best meet the needs
of the child. To do this, the College will need to gather
information and consult with the parents/family and
other relevant people (including last school of
enrolment).
Identify any strategies, which need to be put into place
to accommodate the applicant before a decision
regarding the enrolment is made. For students with
disabilities or impairments, advice may be sought
from AIS NSW or other relevant Health professionals.
Inform the applicant of the outcome in writing.
Subject to availability, offers of a place will be made
according to whether there are siblings of the student
already at the College and the order of the application
When accepting a place at the College, families will
need to pay a non-refundable enrolment application
fee.
Students enrolling at the College and their families
will be expected to abide by all College rules, policies
and procedures. Both Parent and student must
confirm their agreement by reading and signing the
Parent/Student Agreement.
Information regarding newly enrolled students will
be forwarded to their new teacher. This information
will include: Name, Contact Details for Parents, D.O.B,
Medical Conditions and Special Needs.
Students will be allocated to classes according to a combination of class size and student need.
For continued enrolment at the College, all fees must be up to date.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Enrolment Policies & Profiles continued
Termination of Enrolment:
If a student withdraws from the school for any reason,
the student and family must complete a "Notice of
Termination of Enrolment Form." One term's written
notice of withdrawal from the School is required;
otherwise one full terms fees must be paid.
Enrolment Register, Information and Privacy:
Bellfield College is committed to providing quality
education services. The College needs to ask for
personal information from students, parents and
guardians so it can plan, provide and report on its
services, and to monitor compliance under the
Education Act. Personal information will only be
disclosed for these purposes as permitted by the
Information Act. All students’ enrolment information
will be registered on a computerised database that can
only be accessed by authorised staff members. All the
information on the register will be obtained from the
student’s initial application/enrolment form and will
be updated when necessary. The original copy of the
enrolment form will be kept in the paper student’s file.
The database will enable Bellfield College to
monitor enrolments and forecast future class
numbers, update or change student information
where required and easily access student’s details
when required.
Conditions of continuing Enrolment
Students and their families are expected to comply
with College policies on behaviour, attendance and
fee payment within a context of procedural fairness.
The School may change these documents from time
to time, to reflect the changing needs of the College.
Each student is expected to conduct themselves at all
times in a considerate and helpful manner.
Each student is expected to attend throughout the
school year. All absences must be explained in a
letter written to the College Principal and signed by a
parent or guardian. If a student is requesting special
leave, written requests should be directed to the
Principal well in advance. It is not College Policy to
grant leave in term time except under exceptional
circumstances.
Students are expected to support all College functions
to wear correct school uniform, to abide by the
College rules and to act in accordance with the
directives of the College staff.
STUDENT POPULATION
Average number of
students attending in 2015
Junior School 214
Senior College 108
Total 322
2014 BELLFIELD COLLEGE ANNUAL REPORT
School Policies Student Welfare, discipline, complaints and grievance policies
Bellfield College seeks to provide a safe and supportive
environment through the implementation of policies and
guidelines for student welfare, discipline and complaints
and grievances.
These policies aim to:
Minimise risk of harm
Ensure students feel secure
Support the physical, social, academic, spiritual
and emotional development of students
Develop a sense of self-worth and foster personal
development.
Bellfield College does not permit corporal punishment. The
School’s policy for dealing with complaints and grievances
includes processes for raising and responding to matters of
concern identified by parents and/or students. These
processes incorporate, where appropriate, principles of
procedural fairness which include:
A right of reply
*Knowledge of the allegations related to a specific matter
and any other information which will be taken into account
in considering the matter
Knowledge of the process by which the matter will
be considered
Responding to the allegations
An absence of bias by a decision-maker.
The right to impartiality in an investigation
Knowing how to seek a review of the decision made in
response to the allegations
The “right to an unbiased decision”
And decision making, and
The review mechanism adds to the fairness of the process
and offers a check in case there is a perception of a conflict
of interest.
Bellfield College continues to streamline communications
on procedural guidelines related to pastoral matters so that
parents are aware of a clearly articulated process involving
all stakeholders.
Members of the Bellfield College community are
encouraged to communicate concerns directly to the
School, preferably in writing.
The full text of the Grievance Policy is available on the
College intranet for all staff to access and an edited version
is available in the Student Planner.
To ensure that all aspects of the College’s mission
providing for each student’s welfare were implemented, the
following policies and procedures were in place during
2014:
Policy Changes in 2015 Access to policy
statement
Safe and Supportive
Environment
• All students treated with respect by
teachers and other staff and students
• Role of consultation in the
school community
• Providing programs to meet the
personal, social and learning needs
of the girls.
Bellfield Policies and Procedures
Handbook.
Child Protection Policy All staff attended a session Staff Handbook
• Definitions and concepts
• Legislative requirements
related to child protection matters
during a staff development day.
Bellfield Policies
• Preventative strategies and Procedures • Reporting and investigating
“reportable conduct” Handbook.
• Investigation processes
• Documentation.
Issued to all staff and members of
College Board.
2014 BELLFIELD COLLEGE ANNUAL REPORT
School Policies continued
Policy
Changes in 2015
Access to policy
statement
Premises and Building Policy
• Procedures for security of the grounds
and buildings
• Use of grounds and facilities
• Emergency procedures
Procedures were updated,
including for lockdown and fire
drills.
placed on common drive for all
staff to access.
Parents may request a copy by
contacting the School
The full text of the policy is
available on request to the
Principal.
Pastoral and Academic Care Policy • duty of care and risk management
• levels of supervision for on-site and
off-site activities
• guidelines for supervisors.
• Rights and responsibilities of students
and staff within the College community
• Behaviour management
• The role of the student leadership
system
• Management and reporting of serious
incidents and emergencies.
placed on common drive for
all staff to access.
Staff Handbook – issued to
staff
The full text of the policy is
available on request to the
Principal.
Codes of Conduct
Policies and Procedures in
relation to Codes of Conduct for
members of the College
community encompassing
Staff Code of Conduct was issued to
all staff to sign on induction.
Staff code of conduct placed on
common drive for all staff to access.
The full text of the policy is
available on request to the
Principal.
Edited versions may be found in
the Student Planner and parent
and staff handbooks.
Discipline Policy including Serious Student Code of Behaviour was Staff Handbook
Breaches of Conduct encompassing reviewed in 2012.
• Definitions and identification of conduct Bellfield Policies
considered to be a serious breach and Procedures
• Application of procedural fairness. Handbook
Communication Policy encompassing
• Formal and informal mechanisms in
place for facilitating communication
between the School, parents and
guardians.
Policies and procedures placed on common drive for all staff to access. Regular contributions in the school bulletins and during parent information evening sessions
Summary in Bellfield
College Parent Handbook
The full text is contained in
the policy and procedure
manual.
Complaints and Grievance Policy
Guidelines for expressing formal
and informal complaints.
Policy and Procedure manual, parent handbook and staff handbook
2014 BELLFIELD COLLEGE ANNUAL REPORT
Educational and Financial Reporting
Policy
Policies and procedures for
recording and reporting financial
information as delegated by the
Minister.
Assessment and Reporting Policy
Procedures for allocating and
recording student grades.
Procedures for reporting on
student performance.
Updated to sync with assessment scope and sequence as set out for Literacy and Numeracy Action plan requirements. Quicksmart included in scope as a means test for students in need for numeracy intervention.
Junior School scope and sequence documents
2014 BELLFIELD COLLEGE ANNUAL REPORT
School Determined Improvement Targets
In 2015, the College introduced the following initiatives in order to improve the quality of education
that the children receive at Bellfield:
All students in K-10 received access to online Literacy and Numeracy tools to assist with core teaching and learning
opportunities in the classroom.
Re-opening of a playing ground in 2015 with two full size ovals and a large junior school playground for sport and play.
This included allowing students to train and prepare for school representative sports and activities as well as have more
opportunity to be active on a daily basis.
Introduced a buddy system within the Junior School to assist with building and maintaining friendships and relationships
between students.
Introduced Quicksmart programs to support students with difficulties in the acquisition of numeracy skills and develop teacher’s sills and knowledge in numeracy intervention.
Continued to implement the College’s positive behaviour management system, which formulates part of a positive
leadership and social development program.
Introduction of Direct Instruction reading and spelling programs in Junior School
Develop the professional learning of all staff in the areas of Grammar to increase student results in writing across all key learning
areas in K-12.
Focus on assessment for, as and of learning in relation to quality teaching and learning in the Senior school.
Introduced compression model in HSC
2014 BELLFIELD COLLEGE ANNUAL REPORT
Initiatives Promoting Respect & Responsibility
The success of the College stems from the importance placed on the values of respect and responsibility.
These values are encouraged and promoted in all forms of communication between the various stakeholders
of the school community: students, teachers and parents. Individual students have the responsibility to be
active learners and to be respectful of all members of the classroom environment. Student leadership groups
are allocated particular responsibilities that will influence the school community.
Junior School Leadership
In 2015, four Junior School leaders were elected by their
peers. These leadership positions provided excellent role
models for the student body. Their roles included running
weekly assemblies, representing the College in the wider
community and supporting their peers across the College.
Senior School Leadership
Senior Prefects were responsible for weekly Senior College
assemblies where they raised issues and facilitated
discussion about a variety of social and community issues.
Class Captains
Class captains are elected by peers each term. These roles
involved additional responsibilities across Years 3 to
6 as they assisted in implementing new environmental
awareness programs and charity initiatives.
Responsibility
School responsibility in the Junior School was fostered from
Kindergarten onwards through class initiatives, mentoring
and service. The College raised funds for Westmead
Children’s Hospital and Woolworths’ receipts were
collected by the community as part of the Earn and Learn
program and money was raised for cancer research
through the school fun run.
Outdoor education programs Outdoor Education programs included outdoor experiences
for Year 7 to 10. Camps promoted a sense of achievement,
strengthened friendships and encouraged students to step
outside of their comfort zones.
Peer Support During Peer Support, Year 7 students were successfully
welcomed into the Senior School by Year 10 peer support
leaders and Kindergarten students are also assigned
buddies from Year 6 to help them in their transition to
school.
Service to the Community Students participated in 10 hours of Student Community
Involvement Program (SCIP), committing to various
meaningful community activities such as visiting nursing
homes and helping clean up the local area.
SRC
The Student Representative Council (SRC) met regularly
to improve communication between year groups. The
focus in 2015 was student wellbeing and ensuring that
everyone has a voice in our community.
Peer Support leaders were selected to mentor Year 7
students.
The presentation of Citizen of the week awards by the
Principal continued in 2015, enabling students to recognise
and celebrate diverse achievements of their peers.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Parent, Student & Teacher Satisfaction
As a caring community, Bellfield College sees communication between students, staff and parents as an
essential element of working in partnership. In 2014 we welcomed feedback from prospective and current
parents, carers, students, staff, and the wider community.
Bellfield College prides itself in ensuring that the parent community and their voices are heard in regards to feedback and
improving any areas of the college. In particular, during enrollment interviews of existing families, the Principal provided
families with opportunities to provide feedback, discuss any areas of concern and provide information about any particular
areas of improvement or confusion. With this feedback as well as a comprehensive student and parent survey in 2015, the
College was able to apply key focus points into the school plan.
Through a random survey of some families in 2014, the overall feedback from parents was positive as they have expressed
satisfaction with the academic and social programs at the College. Parents have expressed the desire for their children to have
greater exposure to the Qur’an and religious content. This was a particular focus for the 2015 calendar year and we were able
to provide that service with introducing Qur’an Club and Prayer Workshops for students who expressed interest.
School Newsletters
The online Bellfield College Bulletin remained the main communication channel for new information between the College and
parents, supplemented by other print publications including the 2014 Principal’s Annual Report and formal meetings and
presentations.
Communication
In 2015, the college ensured that communication was enhanced between home and school. Through regular notices, term by term welcome notes, yearly planner updates, telephone conversation and other meetings also enhanced communication. Key religious days were commemorated through, Ashura ceremony, Hajj Camp, student exhibitions, and regular sporting events throughout the year provided numerous additional avenues for more informal communication between parents and staff.
In 2015, the Student Representative Council (SRC) again offered formal opportunities for students to share their ideas with the Executive and encouraged age-appropriate communication, and promoted healthy interaction with student leaders, mentors and staff.
Formal opportunities to research staff satisfaction were conducted in 2015 as in the previous year, with a confidential survey independently carried out for Bellfield College.
Parents were able to communicate with staff at Parent Teacher Evenings, at “Snapshots of Teaching and Learning” events in the Junior School and through the Bellfield College Parents Association (P & F) which met formally on a regular basis.
The P & F supported a series of events, throughout the 2015 calendar year.
2014 BELLFIELD COLLEGE ANNUAL REPORT
Summary Financial Information
Income
Summary Financial Information
Expenditure
BELLFIELD COLLEGE ANNUAL REPORT 2014