2016 Bondi Beach Public School Annual Report€¦ · The Annual Report for 2016 is provided to the community of Bondi Beach Public School as an account of the school's operations

Bondi Beach Public SchoolAnnual Report

2016

1292

Printed on: 15 May, 2017Page 1 of 15 Bondi Beach Public School 1292 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Bondi Beach Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Deborah Evans

Principal

School contact details

Bondi Beach Public SchoolCampbell PdeBondi Beach, 2026www.bondibeach-p.schools.nsw.edu.aubondibeach-p.School@det.nsw.edu.au9130 2116

Message from the Principal

This report has been completed by Deborah Evans, newly–appointed Principal in 2017, in consultation with schoolexecutive and the parent community.


School background

School vision statement

Bondi Beach Public School is committed to being a school of excellence. To achieve this goal, our focus is on qualitypractice in each of the domains of teaching, learning and leadership.

Within a Values framework, developed with the school community, Bondi Beach Public School aims to develop fromKindergarten to Year 6:

* a school culture and practices that respect and respond to each student’s aspirations and learning potential, within aninclusive child–centred learning environment,

* quality teaching and leadership practices implemented K–6, in order to cater for the diverse needs and abilities ofstudents in the 21st century,

* the skills of creativity, critical thinking, character development, citizenship, communication and collaboration in allstudents,

* a monitoring and tracking of all student learning and assessing in English and Mathematics using PLAN,

* improved social, emotional wellbeing and skills for life in every student.

School context

Bondi Beach Public School is located opposite Bondi Beach. Our school enrolment is 599 students, of which 308 areboys and 291 are girls. 27% of students are from an English as an Additional Language or Dialect (EAL/D) background.The school enrolment has shown considerable growth over the past few years. The school augments outstandingcommunity support. Parents and carers have a strong partnership with the teaching staff and are involved in oureducational programs, cultural and sporting events. The school has an excellent reputation in the local community forhigh academic achievement, a focus on creative and performing arts, technology and excellent sporting programs,meeting students’ needs and maximizing their potential.

The school planning process is described below and informs the 2015–2017 School Plan. Each year we assess ourschool’s practices in Teaching, Learning and Leadership against the Public Schools NSW School ExcellenceFramework’s three stages of Delivery, Sustaining and Growing and Excelling.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

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

Learning

Student learning continued to be the central focus. A collaborative approach to supporting student success wasunderpinned by the experience and expertise of our Learning and Support Team, English as an AdditionalLanguage teacher and Enrichment and Extension teachers. Relationships with NSW Department of Education ArtsUnit, Waverley Council, Sydney Theatre Company and the University of NSW demonstrated the school’s commitmentto sustaining and growing curriculum and learning opportunities for students. All teachers were supported towork with other teachers in developing cross–curricular or common learning opportunities.

While teachers analyse school performance data to identify trends, using this data effectively and consistently toinform planning of particular student groups and individual students will be the focus in 2017.


Teaching

Each grade team collaboratively designed integrated units of work and took part in pre and post –testassessments linked to these units of work. Literacy and Numeracy Continuums and assessment rubrics were used toguide consistent teacher judgement and will be further utilised to enhance effective planning in 2017. Collaborativepractice was a prime focus in 2016.

Beginning teachers were provided with targeted support. Explicit systems for collaboration and giving effectivefeedback including Performance and Development Framework, lesson observations, classroom walkthroughs,quality teaching rounds, consistent teacher judgement and collaborative grade planning practices will ensure that aprofessional learning community prevails in 2017.

Increased attention in 2017 will be given to the sharing of learning from targeted professionaldevelopment to ensure that teachers’ expertise is valued and shared, and also to evaluating professional learningactivities to make certain they are consistent with strategic directions.

Leading

School leadership has been significantly shared amongst the school. In 2016, the Principal Maria Hardyretired. Executive staff and teachers collaborated with Relieving Principal to conduct a review of school achievements.Parent and community members were actively consulted and regularly involved with policy updates and schoolevents. While school planning is directed towards effectively implementing the School Plan, a greater use ofevidence–based strategies and collaboration with key stakeholders to develop the school vision will be the focusin 2017. Resource management ensured full curriculum requirements were met and, in 2017,budgetary responsibility spreadsheets will ensure that accountability for financial management is shared.

Parents feel strongly that the school supports learning and positive behaviour at all times.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Excellence in Teaching, learning and leadership

Purpose

To improve student performance in all learning areas through highly effective quality educational and leadershippractices.

Overall summary of progress

By the end of 2016 the whole school scope and sequence was in implementation phase. Teachers have beenimplementing increased numbers of differentiated learning experiences in their classroom practices. Teachers are moreconfident in designing and implementing pre and post assessments and in plotting and monitoring students on PLAN.

The key strategies undertaken by teachers through 2016 continued to be with Professional Learning about multi–sensorylearning, Spelling, Writing and Numeracy.

Teachers entered data during Week 5 and Week 9 of each term on the literacy and numeracy continua to ensure thatstudents’ progress is monitored and strategies are implemented to ensure students' progress in their learning.

The Learning and Support team reviewed and monitored PLAN data to support staff to cater for students’ learning needs.Teachers were encouraged to have a class data plan (similar to a data wall) so that they could identify where eachindividual student is placed on the continuum.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Number of Year 5 studentsachieving greater than or equal toexpected growth to increase by5% average over three years.

2016 NAPLAN results for Year 5 Reading are stillon track to achieve 5% growth average over 3years 2015–2017.

2016 NAPLAN for Year 5 Numeracy require furtherfocus to achieve 5% growth average over 3 years2015–2017.

Quality Teaching funds were used to supportteachers with the analysis of student work samples.

$25 000

Next Steps

As teacher confidence in the area of instructional rounds was found to be still developing, more Professional Learning isplanned for 2017 to further develop their confidence. We will identify a problem of practice for our schools to focus onand to improve.

There will be continued involvement of all students in learning programs that facilitate problem solving and workingmathematically in 2017.



Developing caring, confident, creative students

Purpose

To improve students’ emotional and social well– being and develop their abilities to think critically, creatively and ethicallyand to ensure they are socially, environmentally and culturally aware.


In 2016 we focused on Professional Learning for, and delivery of the Bounce Back program. We also provided PL onRestorative Practices for new staff members.

The Sydney Theatre Company School Drama program was trialled by four more teachers in four classrooms andevaluated positively. The learning experiences supported students in developing their comprehension skills. They alsodeveloped their communication and collaboration skills in the Drama lessons. This will continue in 2017.

Further Professional Learning to support 21st century learning was delivered to Stage 3 teachers.




Happy, confident students asevidenced in the ChildWell–being audit and TTFMsurveys.

Professional learning funds were used to supportteachers to participate in Kids Matter, Bounce Back,Restorative Justice and Sydney Theatre CompanyDrama workshops.

As evidenced by the TTFM surveys, the percentageof students socially and intellectually engaged atBondi Beach Public School is well above the stateaverage.

$10,500

Next Steps

To support improvement in Literacy, and therefore student engagement, more students will be involved in School Dramaprograms in partnership with Sydney Theatre Company in 2017 .

New modular furniture was purchased for the Learning Centre and “two prototype classrooms” were set up at the end of2016 , so that 21st century learning pedagogy could be further supported for the beginning of 2017.

Analysis of TTFM surveys in 2017 will make teachers more aware of early signs of disengagement, especially in Year 5and Year 6.



Effective communication to enhance community engagement

Purpose

To further enhance community engagement and participation so that the whole school community can contributemeaningfully to the education of each child and to their schooling for the 21st century.


The Parent Survey "Partners in Learning" indicated that parents feel welcome when they visit the school and can easilyspeak with their child's teachers. However, parent feedback has not been as positive with regards to schoolcommunication. There has been some reduction in parent satisfaction since 2015.




Further engagement of the localand wider community via schoolcommunity events.

The school participated in fund–raising projects withBondi Markets, supported the City To Surf Race,collaborated with the Sydney Theatre Company,and all students participated in "Incredibilia" – acreative arts extravaganza at the end of 2016 linkedto the children's book by Libby Hathorn.

$9,800

Feedback from surveys indicatesthat the school communicateseffectively through the variouschannels.

The school newsletter was published fortnightlyusing Schoolzine.

There were over 100 downloads of the Skool BagApp.

The Parent Survey "Partners in Learning" indicatedthat over 60% of parents feel that communication issatisfactory.

$2000

A database of parents and carersskills and expertise is in use andthere is a record of theirinvolvement.

Development of this database will continue in 2017.

Next Steps

In 2017, a review of communication processes will be undertaken to increase parent satisfaction in the school'scommunication strategies.

The school website will be updated more regularly, and school newsletters will be published more frequently on a moreaccessible digital platform. Data will be collected on the frequency of engagement with these school communicationprocesses.

We will continue to focus our attention on the development of a database of parents and carers who have skills andexpertise that can enhance our school programs. We will also collect data on their record of involvement.


Key Initiatives Impact achieved this year Resources (annual)

Low level adjustment for disability School Learning Support Officers wereemployed to support students with additionalneeds who do not have targeted funding.

$85,000

Community Garden Cross curricula lessons continue to bedelivered across all Core Learning Areas.

A Gardening roster continues to beimplemented.

Crops from the garden are made available forfamilies and the school canteen.

$12,600

Reading Recovery Reading Recovery at Bondi Beach PublicSchool has been operating for 14 years. MrsPhan Ryan nominated to fill the ReadingRecovery position in 2016.

At the beginning of the year there were 95students in Year One. 9% of these studentsaccessed the Reading Recovery program(nine students) – 4 students per day workingwith Ms Ryan.

By the end of the school year, all students onthe program had reached the averageclassroom benchmark reading levels (17/18)except two students (Level 16). One childattained above average results (Level 21).

In the first intake, students were on theprogram for an average of 17 weeks. In thesecond intake, students were on the programfor an average of 19 weeks.

Ongoing Monitoring: In 2016, all Year 2 and 3students were reading at average orextension levels (20–30) apart from twostudents in Year 2. It appears from theseresults that previous Reading Recoverystudents continue to make gains in the yearfollowing completion of the program. They aresupported by the Learning and SupportTeacher (LAST) on a needs basis.

Recommendations: Children who have beenon the Reading Recovery program willcontinue to be monitored throughout thefollowing year. There will be ongoingdiscussions with the classroom teachers as towho requires LAST support.

$45,000



Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 244 266 282 308

Girls 216 262 261 296

The data clearly shows the increase in studentenrolments since 2013.

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.4 97.1 96 96.2

1 95.7 95.5 95.5 98

2 95.3 95.4 95.5 96.2

3 95.6 95.8 95.5 96.9

4 96.1 94.6 95.3 97.1

5 95.7 97.2 93 95.9

6 92.4 94.1 94.4 97.1

All Years 95.5 95.7 95.3 96.8

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

The data shows that the school's attendance rate ishigher than that of the state and has been consistentlyso since 2012.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 22.09

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 1.2

School Administration & SupportStaff

4.06

Other Positions 1

*Full Time Equivalent

Two staff members identify as Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

Professional learning is achieved in a variety of waysincluding Staff Development Days, in–schoolconsultancy support, professional learning via theCoSIES learning alliance network, weekly professionallearning meetings and stage and executive meetings.

Our professional learning focuses on the achievementof the Strategic Directions. In addition, individual staffmembers attended PL according to their needs andbeginning teachers received the support of mentorcolleagues and Professional Learning as required.

Each year, mandatory training is completed in theareas of Child Protection, Anaphylaxis andCPR. Emergency Care is completed every three years.Professional learning is detailed more fully under eachof the three Strategic Direction headings on earlierpages of the Annual Report and in the School Plan,which can be viewed on the school website.


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

Financial information

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

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

Income $

Balance brought forward 172 180.91

Global funds 386 991.83

Tied funds 372 099.94

School & community sources 642 902.21

Interest 5 316.20

Trust receipts 3 249.55

Canteen 0.00

Total income 1 582 740.64

Expenditure

Teaching & learning

Key learning areas 42 898.36

Excursions 49 326.99

Extracurricular dissections 317 723.23

Library 9 615.91

Training & development 50 450.65

Tied funds 274 087.45

Short term relief 104 209.42

Administration & office 129 372.96

School-operated canteen 0.00

Utilities 57 389.96

Maintenance 28 683.35

Trust accounts 4 001.80

Capital programs 138 027.64

Total expenditure 1 205 787.72

Balance carried forward 376 952.92

The information provided in the financial summaryincludes reporting from 1 December 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 538 869.82

(2a) Appropriation 429 010.61

(2b) Sale of Goods andServices

22.00

(2c) Grants and Contributions 109 547.35

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 289.86

Expenses -284 382.45

Recurrent Expenses -284 382.45

(3a) Employee Related -173 626.35

(3b) Operating Expenses -110 756.10

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

254 487.37

Balance Carried Forward 254 487.37

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

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

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

This summary covers funds for operating costs anddoes not involve expenditure on areas such aspermanent salaries, building or major maintenance.

Financial summary equity funding

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


2016 Actual ($)

Base Total 3 836 398.55

Base Per Capita 29 777.24

Base Location 0.00

Other Base 3 806 621.31

Equity Total 122 703.57

Equity Aboriginal 1 335.17

Equity Socio economic 4 633.51

Equity Language 30 880.37

Equity Disability 85 854.53

Targeted Total 40 019.99

Other Total 173 651.90

Grand Total 4 172 774.01

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

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Students at Bondi Beach Public School continue toexcel in the literacy components of the NationalAssessment program against their state–widecounterparts.

A sustained focus on improving outcomes in reading,spelling, grammar and punctuation over the past twoyears has seen significantly improved results in Year3. Reading results are strong with 65% of studentscompared to 52% of the state in the top two bands..

In 2016, Year 5 student performance in the top twobands for Reading was above their state–widecounterparts. Reading results are strong with 69% ofstudents compared to 33% of the state in the top twobands..

Students at Bondi Beach Public School continue toimprove in the numeracy components of the NationalAssessment Program against their state–widecounterparts..

In 2016, Numeracy results for Year 3 were very goodwith 51% of these students performing in the top two


bands compared to 38% of the state. In 2016, 30% ofYear 5 students performed in the top two bands whichis similarly comparable to 30.5% of the state.

However, Numeracy results for Year 3 and Year 5students at Bondi Beach Public School are somewhatlower compared to schools in our high–achieving localgeographical area.

In 2017, a sustained focus on working mathematicallyand problem solving will continue.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofstudents, teachers and parents about the school. Theirresponses are presented below. Students, teachersand parents were invited to participate in the 'TellThemFrom Me' survey during 2016.

Students at Bondi Beach PS feel a strong sense ofbelonging where high levels of participation in clubsand sporting activities is evident There is a higher thanstate average level of motivation, interest and effort inacademic pursuits. Homework was seen as less of apriority than in other NSW schools. This correlates withthe Partners in Learning survey for parents.

The Parent Survey is based on a comprehensivequestionnaire covering several aspects of parents'perceptions of their children's experiences at home andschool. In 2016, parents felt welcome when they visitedthe school and could easily speak with their child'steachers. They felt well informed about school activitiesand generally believed that teachers listened to theirconcerns. They felt that the school supportedlearning and parents supported learning at homehowever there was a disparity in the area of support forhomework. This was evident in the student surveys aswell.

The Focus on Learning Survey is a self–evaluation toolto reflect on school practice. Teachers agree thatschool leaders have helped them establish challengingand visible learning goals for students. They have hadmany opportunities to work collaboratively indeveloping cross–curricular learning opportunities..Giving regular feedback to students and moreopportunities for school leaders to take time to observetheir teaching will be a focus for 2017.

Policy requirements

Aboriginal education

The DoE Aboriginal Education and Training Policy isbeing fully implemented. Our professional learningcontinues to focus on quality teaching and the inclusionof Aboriginal perspectives in units of work whereverrelevant. In respectfully opening all assemblies andschool events with an Acknowledgement of Country,

the Bondi Beach Public School community values andgives recognition to Aboriginal people and theirancestors.

Our school continues to acknowledge andcommemorate two important weeks in the Aboriginalcalendar with assemblies presented by Stage 2 andStage 3 students: Reconciliation Week, incorporatingSorry Day, and NAIDOC Week. The theme of NationalReconciliation Week in 2016, “Our History, Our Story,Our Future”, encouraged everyone to be involved andhelp support reconciliation.

The NAIDOC Week theme, 'Songlines: The livingnarrative of our nation', highlighted the spiritual andcultural connection to land and sea. Bondi Beach PublicSchool has developed valued traditions for theseassemblies, where students are invited to wear thecolours of the Aboriginal and Torres Strait Island flags.These traditions include inviting Aboriginal CommunityLiaison Officer, to offer an Acknowledgement ofCountry.

Throughout the year, our students were provided with arange of learning opportunities to deepen theirknowledge and understanding of the culture and historyof Indigenous Australians and developed theirunderstanding of the impact of colonial settlement uponthe First peoples.

Under the guidance of our Visual Arts teacher, MrsCowdery, a group of students from Years 2–6participated in a Reconciliation Week Art competitionsponsored by Botany and Waverley Councils, withstudents receiving awards for their artworks.

Through their varied learning experiences, studentsdeveloped an appreciation and an empathic as well ascritical understanding of the past and its impact on thelives of present day Aboriginal peoples.

Our new Sports Houses have been named afterAboriginal athletes. The new Aboriginal names:Goodes, Mills, Goolagong and Freeman were instatedin 2015.

Multicultural and anti-racism education

Our school has maintained its focus on multiculturaleducation, providing programs that develop theknowledge, skills, understanding and attitudes requiredto live in a culturally diverse society. Students studiedHistory and Geography programs which developedtheir cultural understandings, fostering appreciation andrespect for diversity.

Our students represent 80 language backgrounds.Students who speak little or no English are supportedthrough the English as an Additional Language/Dialectprogram and the New Arrivals Program.

In 2016, our EAL/D teacher, Ms Gill, worked with allteachers to provide support for our LanguageBackground Other Than English students. NAPLANdata indicates that these students are performing athigher than the DoE State average in all areas.


We continued our before and after school Languagesprogram. Students competed in the Multicultural PublicSpeaking Competition. Winning speakers representedBondi Beach PS at the District competition.

Anti–Racism education is integrated across allcurriculum areas and is an integral part of the school’sValues and Restorative Practices Program. The schoolcelebrates Harmony Day, coinciding with the UNInternational Day for the Elimination of RacialDiscrimination. Our Anti–Racism Contact Officers(ARCO) are Ms Stockburn and Mr Gallan.


2016 Bondi Beach Public School Annual Report€¦ · The Annual Report for 2016 is provided to the community of Bondi Beach Public School as an account of the school's operations

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