Annual School Report 2014

[school code]

Marie Bashir Public School Annual School Report 2014

4652 Learning Today, Leading Tomorrow

School context statement Marie Bashir Public School is situated towards the end of a cul- de- sac at 159 Albert Road Strathfield. The schools parkland environment consisting of an oval, two tennis courts and two cricket pitches as well as its newly refurbished classrooms provides an attractive and welcoming environment.

Marie Bashir Public School serves a community which values and appreciates quality education.

The school commenced with 67 students in January 2014 and continues to grow. Its student population is established from the Strathfield area.

At Marie Bashir Public School, we will develop a learning community which achieves high quality outcomes. This can only be done when students, parents and staff work together and are committed to building a school of which the entire community can be proud.

Principals message It is with pleasure that I present the 2014 Annual School Report for Marie Bashir Public School.

This report summarises some of our priorities and achievements for the year. The students have excelled academically, at sport, in public speaking and in the performing arts.

Marie Bashir Public School aims to foster independence and encourage students to become responsible for their behaviour and learning. This is embodied in our motto Learning Today, Leading Tomorrow and is supported by a range of quality programs which help students to develop to their full potential.

We are proud of our success with student literacy and numeracy programs. Students are exposed to technological advances in learning delivery. They also have the opportunity to become involved in sport, dance, music, drama and a range of other activities to help them become well-rounded and successful members of society.

Our experienced, committed staff, our clear focus on student wellbeing and the attractive school setting mean that students feel welcome and secure in their learning environment.

Our strong partnership with our schools community promotes the educational, personal and social needs of all our students.

Support services exists at the school such as EAL/D (English as a Second language and /Dialect) and LAS/T (Learning and Support Teacher).

The students of Marie Bashir Public School are to be commended for their high standard of effort and achievement and their excellent behaviour. I would like to thank the staff, parents, P &C and

community for their dedication and commitment to the school.

An Outside School Hours Care Facility (OSHC) has been operating at the school since the commencement of the 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.

Jacqui Attard Principal

Parents and Citizens (P&C) Association message The year commenced with a fledgling P and C finding our feet and dealing with such issues as establishing bank accounts and applying for ABNs. We quickly moved on with many events.

A Book Drive was our first major event requiring weeks of co-ordination. 100 books were purchased by our parents and donated to our library- all individually recognised with sticker plaques. This event will be held annually. From here came a string of events, Mothers and Fathers Day stalls, The Easter Hat Parade, Book Week Barbeques, tea towels with our own childrens drawings on them, guessing competitions, multiple more barbeques, our first ever Baby and Kids Market and finally our first ever Fete Day.

In addition, the P & C opened our school canteen every Friday. We consistently received over 50 lunch orders for most of Term 4.

Taking on our own Uniform Shop has proved a challenge, but a greatly rewarding one. In addition, we have taken on the uniform provisions of another new school Victoria Avenue Public School as well. We welcome the parents of these students to our store.

Perhaps the greatest challenge has been the securing of grants for individual projects. We secured 4 grants this year- from approximately eight submissions. These grants allowed us to buy the BBQ, start our kitchen garden, and to purchase some musical equipment. The biggest grant was for the funding of both a specialised drama and visual arts teacher who will commence one day per week from Term 1 2015.

Financially, we commenced the year with a debt of $2500, kindly loaned to us by the school to allow us to take out insurances so we could operate! We have to date spent over $7000 on teaching and learning equipment for classrooms.

None of this comes without very hard work, dedication and commitment. A small team has carried much of this work this year, spending

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innumerable hours to achieve the above. What we have achieved is not only financial- that is a great reward- but most importantly we have built a community at our school. I cannot thank you all enough. My greatest thanks of all to our Principal Jacqueline- without whose leadership nothing is possible.

Matilda Metledge President School representatives The school representative team comprised of two school captains, one from year 5 and the other from year 6, as well as 13 grade 5 and 6 students. The role of the school representative team is to provide a means for students to take an active role in whole school decision making. Often liaising with the principal and staff, as well as greeting and interacting with the wider community. Throughout the year, issues and suggestions important to the students were discussed informally and put forward as consideration to the school principal. All students in Year 5 and 6 were therefore considered leaders of the school.

The school representatives played an important role in developing their own social responsibilities through fundraising events. During 2014, the 5/6 students coordinated fundraising events that raised close to $500 which contributed to the year 6 farewell celebrations. A great result from a school comprising of approximately 120 students.

The 5/6 students had the opportunity to attend and host many events and assemblies, including a Bilby Chocolate Hunt, Opening Ceremony, Easter Parade, Book Week Parade and end of year Presentation Day. Notably, we attended the Corroboree Parade during November. Student representatives at the RSL ANZAC service was another highlight.

The school captains, along with the 13 support students which made up the student representative team, was very proactive and very proud of their efforts.

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 In January 2014, the school commenced with a student population of 67 students and concluded the year with 120.

The school established five classes from the beginning of the year so that when enrolments increased there was no disruption to student learning. Students remained in the same class all year. The future enrolment of the school is predicted to continue to increase. Of the students enrolled in 2014, there were more girls than boys.

As can be seen from the class sizes table on page 3, the school had unusually low numbers in Years 5 and 6.

The 2014 EAL/D survey revealed that 81.2% of the students have a language background other than English. These include: Chinese, Indian, Vietnamese, Korean and Arabic students.

Graphs from the Department of Education and Communities regarding school historical enrolments have not been provided due to the school opening at the commencement of 2014.

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Student attendance profile The graph below from the Department of Education and Communities regarding school and state historical attendance does not have school data due to the school opening at the commencement of 2014.

Management of non-attendance The following is an overview of how student non-attendance is managed at Marie Bashir Public School.

1. Classroom teacher marks roll each day.

2. Teacher requests explanation for non-attendance.

3. School Principal sets attendance as an agenda item for each stage meeting. A letter to parents is sent home if a childs attendance is a concern.

4. If there is no improvement, the Principal discusses attendance with childs parents.

5. Principal requests support from Home School Liaison Officer. A letter is sent home to parents. An attendance agreement is made by the child and parents. Attendance is then monitored.

Class Sizes

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

Workforce composition Position Number Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 0 Head Teachers 0 Classroom Teacher(s) 5 Relief from Face to Face (RFF) 0.41 Teacher of Reading Recovery 0 Learning and Support Teacher(s) 0.2 Teacher Librarian 0.2 Teacher of ESL 0.4 School Counsellor 0.2 School Administrative & Support

1.756

Total 9.166 Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff Degree or Diploma 57%

Postgraduate 43%

Indigenous members of staff The National Educational Agreement requires schools to report on Indigenous composition of their workforce.

There are no indigenous members of staff working at Marie Bashir Public School.

Staff retention Generally, staff retention at Marie Bashir Public School is high. All full time and temporary engagement staff remained at the school for the duration of 2014.

Year 2009 2010 2011 2012 2013 2014K #N/A #N/A #N/A #N/A #N/A #N/A1 #N/A #N/A #N/A #N/A #N/A #N/A2 #N/A #N/A #N/A #N/A #N/A #N/A3 #N/A #N/A #N/A #N/A #N/A #N/A4 #N/A #N/A #N/A #N/A #N/A #N/A5 #N/A #N/A #N/A #N/A #N/A #N/A6 #N/A #N/A #N/A #N/A #N/A #N/A

Total #N/A #N/A #N/A #N/A #N/A #N/AK 94.3 94.7 94.7 94.3 95.0 95.21 93.7 94.2 94.2 93.9 94.5 94.72 94 94.4 94.2 94.2 94.7 94.93 94.1 94.5 94.4 94.4 94.8 95.04 94 94.5 94.3 94.3 94.7 94.95 94 94.4 94.2 94.2 94.5 94.86 93.6 94.0 93.8 93.8 94.1 94.2

Total 92.1 94.4 94.3 94.2 94.7 94.8

Stat

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ECSc

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Roll class Year

KH K

KN K1/2M 1

2

3/4J 34

5/6A 56

Total in class

18

20105

15126

279

Total per year

18

201515

27

3 9

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Professional learning and teacher accreditation Our six teachers and administration staff participated in a range of professional learning activities throughout the year.

Our Teacher Professional Learning (TPL) expenditure was $6555.90. The TPL budget was supplemented with school funds. The average expenditure per teacher on professional learning was $937.00.

The professional learning priorities for 2014 were in the areas of literacy, numeracy, s t u d e n t w e l f a r e and curriculum and assessment.

Throughout 2014, courses staff attended to build their capabilities so that school priorities were achieved included:

Student Welfare: Establishing your Classroom Management System, Establishing a positive environment in your classroom: the school context-APSTs, Changing minds conference-Backward steps! Whats Next? Emergency first aid, Personalised Learning Plans, Anaphyaxis, Asthma, Communicating and engaging with your community, Forming an effective community of schools, Nationallly Consistent Collection of data on school students with disabilities, Online training Australia-Special education needs, and Understanding Autism Spectrum Disorder.

WH&S: New policy changes WH&S, Emergency Planning, and Evacuation and Lockdown Procedures.

Curriculum and Assessment: School Sport-Football for Primary Schools, Best Start, school Sport-Fundamental Movement for K-3 teachers, Australian Curriculum- Mathematics, English, Science, and Sentral Reporting.

Literacy: Best Start Data Entry, Grammar in Teaching, and EAL/D Connect; mini conference with Dr Margery Hertzberg.

Numeracy: Mathletics Training, A taste of TEN-Session 1: Introducing TEN, A taste of TEN-Session 2: Where are my students now? A taste of TEN-Session 3: What do I want my students to learn? A taste of TEN-Session 4: How will my students get there? A taste of TEN-Session 5: How will I know when my students get there?

Career Development: Principals Conferences, Early career teacher meetings, Writing a CV, and Professional mentoring for leaders.

Administration: Annual Financial Statement and OASIS finance rollover training.

EAL/D and LAS staff attended network meetings throughout the year.

During our four staff development days, all staff attended the following workshops:

School Induction,

Emergency First Aid,

Coveys Seven Habits,

Child Protection,

Code of Conduct,

Self Organised Learning Groups,

Mathematics Curriculum, and

School Vision and Planning.

Marie Bashir Public School has one permanent-beginning teacher who is working towards Board of Studies Teaching and Education Standards (BoSTES) accreditation and two new scheme teachers who are maintaining accreditation at Professional Competence.

Major priorities and strategies for teacher professional learning as detailed in the School Plan, included: Classroom management, Student welfare, Curriculum and assessment, Literacy; and Numeracy.

Beginning Teachers In 2014, Marie Bashir Public School had three permanent beginning teachers who received funding under Great Teaching, Inspired Learning to support them adjust to their new roles in NSW public schools.

Funds were spent on: professional development courses and opportunities for beginning teachers to: learn through observing the practices of others; plan, assess and evaluate on the learning of students; and meet the Professional Teaching Standards within the school context.

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Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2014

Income $ Balance brought forward 0.00 Global funds 349768.84 Tied funds 140764.56 School & community sources 143730.07 Interest 0.00 Trust receipts 42078.37 Canteen 0.00 Total income 676341.84 Expenditure Teaching & learning

Key learning areas 4465.56 Excursions 11734.42 Extracurricular dissections 2400.07

Library 50.89 Training & development 0.00 Tied funds 128673.77 Casual relief teachers 41354.84 Administration & office 55145.17 School-operated canteen 0.00 Utilities 7606.72 Maintenance 20664.65 Trust accounts 3059.90 Capital programs 70759.09 Total expenditure 345915.08 Balance carried forward 330426.76

A full copy of the schools 2014 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

Please note: Categories in the financial statement above were re-assigned into alternate sub-dissections. These have been corrected for the 2015 financial year.

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)




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.

Alternatively:

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

The schools 2014 reading results revealed that in Year 3, 64.3% performed in the top two bands compared to 46.1% across the state. No student performed in band 1 or band 2.

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

The schools 2014 writing results revealed that in Year 3, 50% performed in the top two bands compared to 43.4% across the state. No student performed in the last three bands.

The schools 2014 spelling results revealed that in Year 3, 71.4% performed in the top two bands compared to 48.6% across the state. No student performed in the last two bands.

The schools 2014 grammar and punctuation results revealed that in Year 3, 78.5% performed in the top two bands compared to 50.6% across the state. No student performed in the last two bands.

NAPLAN Year 3 - Numeracy The schools results for 2014 in numeracy revealed that in Year 3, 57.1% of the students performed in the top two bands compared to 39.4% across the state. No student performed in band one.

The schools results for 2014 in data, measurement, space and geometry revealed that in Year 3, 50% of the students performed in the top two bands compared to 40.2% across the state.

The schools results for 2014 in number, patterns and algebra revealed that in Year 3, 57.1% of the students performed in the top two bands compared to 33.9% across the state. No student performed in the last two bands.

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Percentage in bands: Year 3 Writing

Percentage in BandsSchool Average 2011-2014SSG % in Bands 2014

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Percentage in bands: Year 3 Spelling

Percentage in BandsSchool Average 2010-2014SSG % in Bands 2014State DEC % in Bands 2014

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Percentage in bands: Year 3 Grammar & Punctuation

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Percentage in bands: Year 3 Numeracy


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

Please Note: The 'Percentage in Bands' and 'School Average' columns are not shown as there were less than 10 students who completed NAPLAN in Year 5 at Marie Bashir Public School.

State average band distributions do not include students who were exempted from the tests.

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Percentage in bands: Year 5 Reading


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Average progress in Reading between Year 3 and 5

School SSG State DEC

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Percentage in bands: Year 5 Writing


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NAPLAN Year 5 Numeracy Please Note: The 'Percentage in Bands' and 'School Average' columns are not shown as there were less than 10 students who completed NAPLAN in Year 5 at Marie Bashir Public School.

State average band distributions do not include students who were exempted from the tests.

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Average progress in Spelling between

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Percentage in bands: Year 5 Grammar & Punctuation

Percentage in Bands

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SSG % in Bands 2014

State DEC % in Bands 2014

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Minimum Standards data

Other achievements Public Speaking The school is committed to excellence in public speaking. The students are exposed to a structured public speaking program from Early Stage 1 to Stage 3. Teachers integrate speaking activities across all key learning areas.

In March and November this year, the students were involved in a whole school public speaking competition. Class finalists showcased their public speaking skills at a special assembly.

Finalists represented the school at the zone public speaking competition.

Music Tuition Program

Marie Bashir Public School organises tutors to teach before and after school. Tutors currently teach guitar, keyboard, drums and violin.

The aim of the program is to ensure that as many students as possible are given the opportunity to learn a musical instrument. This year, students from Kindergarten to Year 6 participated in the music tutorial program.

The tutors provide excellent musical grounding for the students and the staff at the school support the students involved.

The year culminated for instrumental groups in a school music recital held in November to celebrate the efforts of the students, tutors, staff and school community.

Choir The schools senior choir consists of 20 students in Years 3-6. The students sang their way through numerous performances such as special assemblies, an Education Week Concert as well as the end of year awards day assembly.

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Average progress in Numeracy between

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100.0100.0100.0100.0100.0

WritingSpellingGrammar & PunctuationNumeracy

Reading

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

excluded)

100.0100.0100.0100.0100.0

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

excluded)

ReadingWritingSpellingGrammar & PunctuationNumeracy

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Dance Marie Bashir Public Schools dance group meet once a week at lunch time.

18 students from the dance group were chosen to represent the school at the Granville- Strathfield Schools Our Spectacular at the Sydney Opera House.

Other In addition, all students at Marie Bashir Public School have been provided with opportunities to showcase their creative talents. Highlights for 2014 included:

Involvement in the opening of the school;

Chess; and

An Education Week performance by all classes and the school choir.

Sport 2014 was a great year for all students who participated in weekly sport activities, the PSSA competition, and the zone competition. The schools sport and fitness programs encouraged K-6 participation and competition at various levels. Opportunities included: gymnastics and fundamental movement skills Years K-6; soccer Years 1-6; cross country running and swimming lessons Years 2-6; basketball and kanga cricket Years 1-6; and participation in the Premiers Sporting Challenge.

Through participation in these sporting activities, students developed the ability to move effectively in response to a variety of stimuli; participate regularly in a range of games and sports and demonstrate mastery of fundamental movement skills such as throwing, catching, kicking, striking, jumping and running. Active involvement by all students promoted enjoyment and inclusivity of all participants in the various sports involved.

Kindergarten to Year 2 Sport Throughout K-2, students were involved in a wide variety of sporting activities that were programmed by teachers based on the curriculum requirements. There was a strong focus on the development of fundamental movement skills. Students were also involved in activities such as gymnastics and athletics. Activities were differentiated across each year. Students demonstrated their physical abilities during sports lessons and grew in confidence as they further acquired new skills.

Kindergarten to Year 2 Athletics Carnival The K-2 sports athletics carnival held in Term 3 was an enjoyable interactive event for the students, teachers and school community. The students rotated through various activities during the day. The carnival showcased skills and techniques learnt in the students PDHPE lessons. Parents and caregivers attended the day and the students really enjoyed participating for a supportive audience.

Kindergarten to Year 6 Gymnastics All students participated in a gymnastics program during Term 1. Two qualified instructors working with class teachers implemented a program that was syllabus based and students were assessed accordingly. This program allowed students to investigate and succeed in a wide range of movement experiences and challenges. Students were actively engaged in skills such as locomotion, body shapes, landing and springing, balance, rotation and swinging. These activities provided experience in fine and gross motor skills and catered for a wide range of abilities.

Year 2 to Year 6 Swimming Scheme During Term 3, Year 2-6 students participated in swimming scheme sessions at Enfield Pool. Students attended daily lessons over a 2-week period with trained swimming teachers to develop individual skills and strength in various swimming strokes. All students improved their swimming ability, strength and confidence in an enjoyable sport program.

Years 3 to Year 6 Sport The Sport program for Years 3-6 in 2014 emphasised improving the twelve fundamental movement skills as well as student engagement. Students enthusiastically participated in school sport rotations. Mixed ability and cross grade groups were a success. Students were highly engaged.

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The school sport program followed the outcomes and guidelines of the PDHPE syllabus and runs every Friday afternoon for students in Years 3-6.

Students participated in a variety of sports rotations such as kanga cricket, basketball and physical activities to improve and enhance their fundamental movement skills of leaping, sprinting, dodging, balancing, hopping, skipping, kicking, catching, throwing and striking.

During Term 3, all students participated in lessons to develop correct techniques for relays, shot put and discus in preparation for the Years 3-6 Athletics carnival. By including these events into the sports program, it encouraged student participation during the carnival.

Term 4 involved the continuation of sports rotations across kanga cricket, basketball and soccer as well as the twelve fundamental movement skills and improving students technique and execution of each skill. The inclusion of competitive and non- competitive games into the school sport program has encouraged student participation and enjoyment.

School Sporting Carnivals

At a school level, students participated in successful swimming, cross country and athletics carnivals.

Cross Country

The Cross Country carnival was held on our school oval. Three Year 2 students who turned eight and all students in Years 3-6 participated in this event. Marie Bashir Public School then entered 11 runners in the Zone Carnival, which was held at Majors Bay Reserve in June 2014. All 11 students who attended, ran and completed the Zone cross-country race.

Athletics Carnival

The Athletics Carnival was held on our school oval during Term 3. All students from Years 3-6 attended and competed in a variety of track and field events including: sprinting, relays, throwing and jumping events.

Swimming Carnival

The annual school swimming carnival ran successfully with many students participating in events throughout the day. Our 3-6 students participated in both 20m and 50m events. The students swimming skills have since improved as a result of participating in swimming scheme during Term 3. We look forward to continued improvement and growth in the swimming skills of our students over year to come.

Primary Schools Sports Association (PSSA) Students in Years 3-6 students were selected to participate in the Western Suburbs Primary School Sports Association (WSPSSA) interschool sporting competition held every Friday from Terms 2 to 3. This year we competed in touch football one senior and one junior team. All teams represented their school with pride, had fun and demonstrated teamwork, tactics and strategies when participating in team games.

Touch Football

2014 was an exciting year for the PSSA Junior and Senior teams. Not only was it their first year in the competition, they went from not scoring at the commencement of the season to scoring in every game by the end of the season. Weekly morning training sessions were conducted which allowed for the practice of attack and defence skills.

During Terms 2 and 3, the juniors and seniors played nine matches and did extremely well considering the senior team consisted predominantly of girls playing the game competitively for the first time (10 girls & 1 boy). They played against various teams across the South Western Sydney region. The team displayed exceptional sportsmanship, teamwork and demonstrated their skill both on and off the football field. The teams showed determination, courage and strength, which were determining factors leading to their exceptional improvement over the season.

Significant programs and initiatives policy Aboriginal education Aboriginal Education is embedded into Marie Bashir Public Schools curriculum. This means an Aboriginal perspective is included in all key learning areas. Students K-6 engage in studies of Aboriginal histories, cultures, art and contemporary Aboriginal Australia.

100% of teaching staff participated in Aboriginal education training in 2014. The training focused on raising staff awareness and understanding of personalised learning plans for Aboriginal students and implementing Aboriginal perspectives in all key learning areas.

Acknowledgement of Country is an important part of the schools assemblies and events.

Although Marie Bashir Public School has no Aboriginal students enrolled, the staff will facilitate the participation of Aboriginal parents/ caregivers in the development of personalised learning plans to ensure the best possible outcomes for Aboriginal students.

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Outcomes of programs designed to educate all students about Aboriginal histories, cultures, perspectives and current Aboriginal Australia is evident via student:

Art work displays;

Writing samples;

Units of work;

Assembly presentations; and

NADOC Week assembly.

Multicultural education and anti-racism Marie Bashir Public School has 81.2% of its student population identified as from a language background other than English (LBOTE).

The English as a second language and/ dialect (EAL/D) teacher provides individual, small group and whole class support to address the needs of students from non-English speaking backgrounds. The school is allocated 2 days per week of teacher time in EAL/D.

The school also has an anti-racism contact officer who is the contact between students, staff, parents and community members who wish to make a complaint regarding racism.

We value the range and diversity of student backgrounds in our school and in the local community. To support and develop an understanding of diverse cultures at Marie Bashir Public School, staff and students acknowledged and celebrated Harmony Day. The students wore orange mufti clothes in unity with the theme Everyone Belongs.

New resources were purchased to promote multiculturalism. The EAL/D teacher attended training and development on the EAL/D curriculum.

In addition, students at Marie Bashir Public School participated in the Multicultural Public Speaking Program. This involved students in Years 1-6, developing an understanding and appreciation of various cultural backgrounds. Two students from Stages 2 and 3 were chosen to represent the school at the district competition.

At the end of the year festivities, Marie Bashir Public School celebrated its multiculturalism by involving members of the school community to participate in a multicultural food stall and by asking a community member to decorate the foyer of our school auditorium for our Annual Presentation Day Ceremony.

Respect and Responsibility At Marie Bashir Public School everyone has the right to feel safe and happy. The staff is committed to establishing consistent expectations of all students, promoting the school values and implementing school rules. Through the student welfare program the school promotes values, social skills, student leadership, child protection and drug education. The core values reflect the aims of public education- Respect and Responsibility.

Features of the student welfare program include:

The schools social skills program conducted in Kindergarten through to Year 6 which assists students to develop respect at all times for teachers, other school staff, parents and students;

Aussie of the Month selected by class teachers;

The student representatives who meet

regularly to express their ideas and concerns for school improvement;

The election of school leaders and sports

leaders by students in Years 1-6. Elected captains run school assemblies and assist with school promotions and events;

All classes are involved in a buddy system;

School assemblies, led by students, were held

to commemorate ANZAC Day and Remembrance Day;

The national anthem and school song were

sung at school assemblies;

Student participation in community events such as Clean up Australia Day; and

The raising of funds for the charity Stewart

House.

Finally, in 2014, Marie Bashir Public School developed significant community links for our students. Our school captains attended the service on ANZAC Day at Club Burwood. They were also joined by other students and parents from the school. In addition, the school choir and all classes performed at our special grandparents and seniors assembly.

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Significant programs and initiatives equity funding English language proficiency The school employs an English as an Additional Language or Dialect (EAL/D) teacher two days per week. The EAL/D staff member attended network meetings and training throughout the year.

The EAL/D teacher provides individual, small group and whole class support to address the needs of students from non-English speaking backgrounds and improve their engagement in learning.

Students who were newly arrived at school in Australia received intensive sessions in small groups which strengthened their English language.

Interpreters were employed throughout the year to assist in meeting the needs of students and families from culturally and linguistically diverse backgrounds.

As a result of our effective programs for EAL/D students and training for staff there was evidence of: Improvement in the quality of teaching and

learning for EAL/D students; Differentiation for EAL/D students in teaching

programs and whole school and classroom assessment practices; and

An improvement in EAL/D students English language proficiency and students learning outcomes.

Learning and Support

The school employs a learning and support teacher (LAST) one day per week.

The learning and support teacher provides individual, small group and whole class support to address the needs of students who experience difficulties with their learning in the areas of literacy and numeracy. These intensive sessions improved their engagement in learning and their learning outcomes.

School planning and evaluation 2014 School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

meetings and surveys.

Background During a number of Parents and Citizens Association meetings, staff meetings and surveys teachers, parents and students were given the opportunity to focus on student welfare.

Parents

Parents believed that a fair, supportive and equitable discipline system that children understood was important and felt it was significant for their child to feel respected by teachers.

Teachers

Teachers felt that the safety and wellbeing of all students was most important. Like parents, teachers felt it was important for students to have a supportive and fair discipline system and also indicated that good lines of communication between school and home are essential regarding student welfare. Teachers felt it was important to keep records of student behaviour to monitor progress and for reporting purposes.

Students

Students reported that a fair and equitable discipline system was important.

Future directions The school will:

Review the current student welfare policy and discipline policy throughout 2015. The underlying principle of the policy is to ensure that students are explicitly taught the behaviours expected at school. A social skills program for K-6 will be designed and implemented at the same time;

Organise further professional Learning for teachers in Coveys Seven Habits program Leader In Me to meet the implementation of an effective behavioural/discipline program.

The focus of the professional learning will be

centred using a common language when addressing students about misdemeanours and maintaining consistent expectations;

Address behaviour issues with consistency;

and

Track student behaviour through the Sentral computer program.

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School planning 2014 The school planning policy provides direction for the preparation and implementation of school plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Departments planning documents.

School priority 1-Literacy Increased levels of literacy achievement for every student consistent with national, state and regionals directions.

Outcomes from 2014 40% of Year 3 students perform in the top two

bands for reading in NAPLAN;

90% of Year 3 students achieve at or above the minimum standards in NAPLAN;

40% of Year 5 students perform in the top two bands for reading; in NAPLAN; and

90% of Year 5 students achieve at or above the minimum standards for reading in NAPLAN.

Evidence of achievement of outcomes in 2014: 64.3% of Year 3 students performed in the top

two bands in reading.

40% of Year 5 students performed in the top two bands for reading.

100% of Year 3 and Year 5 students performed at or above the minimum standards for reading.

Strategies to achieve these outcomes in 2014:

Strategically supporting the use of the K-6 Literacy Continuum to track student progress and inform and guide teachers in planning for literacy programs;

Regularly supervise teaching programs to ensure alignment with the continuum, syllabus, SMART data and school targets;

Class programs catering for the learning needs of all students through the differentiation of learning experiences and activities. Classroom teachers, EAL/D and LAS Teachers to identify and target support for all students; and

Staff training in English syllabus as well as intensive Grammar in Teaching course.

School priority 2-Numeracy

Increased levels of numeracy achievement for every student consistent with national, state and regional directions. Outcomes from 2014

40% of Year 3 students perform in the top two bands in numeracy in NAPLAN;

90% of Year 3 students performing at or above the minimum standards for numeracy in NAPLAN;

40% of Year 5 students performing in the top two bands for overall numeracy in NAPLAN; and

90% of Year 5 students achieving at or above the minimum standards for numeracy in NAPLAN.

Evidence of achievement of outcomes in 2014: 57.1% of the Year 3 students performed in the

top two bands;

20% of Year 5 students performed in the top

two bands; and

100% of Year 3 and Year 5 students

performed at or above the minimum standards

for numeracy.


Strategically supporting the use of the K-6 Numeracy Continuum to track student progress and inform and guide teachers in planning for numeracy programs;

Whole school analysis of Best Start results. Class programs to reflect measures to strengthen weak areas;

Staff training in Mathematics syllabus by consultant; and

Consultant worked with staff to differentiate mathematics program.

School priority 3-Student Welfare To develop positive student welfare processes that focus on improving student behaviour and learning outcomes.

Outcomes 2014

Introduction of a student welfare policy;

Introduction of a discipline policy; and

Develop and implement an award system. 14

Evidence of achievement of outcomes in 2014: The implementation of a student welfare

policy; and

Opportunities to reward students via a merit

award system.


At the end of 2013, parents, caregivers and teachers were invited to a forum to discuss student welfare expectations. The student welfare policy was developed and presented to parents and staff early in 2014, including ways to encourage a positive approach to learning. The Student Welfare Policy is currently being evaluated and reviewed.

Throughout 2014, implementation of the Bounce Back Program and explanation of our awards and discipline system continued with class teachers leading students through a series of role playing scenarios. Signage which includes school rules has been placed around the school and in classrooms that set out expectations of students. In 2015 staff would like to revise this to include student expectations in different locations around the school.

Regular lines of communication are being established between staff and the community.

Parent/caregiver, student, and teacher satisfaction In 2014, the school sought the opinions of parents, students and teachers about the school. Their responses are presented below.

Parents The school is held in high esteem throughout the community. Most parents are very satisfied with the schools educational programs and practices.

The majority of parents indicated that their child likes attending school and rarely feels anxious about school life.

Most parents feel that the teachers take an interest in their childs learning and success.

Many parents implied that they feel comfortable in contacting teachers to discuss their childs learning.

Students Largely, students indicated that they enjoy attending school and feel their teachers provide engaging and interesting lessons.

The majority of students feel that their teachers create a supportive learning environment where they can work positively with their peers.

Nearly every student takes pride in being a student at Marie Bashir Public School.

Teachers The majority of staff feel that their work commitments are valued.

Teachers feel they provide a positive learning environment that caters to the needs of their students.

Suggestions for Improvement Continue to provide updated information to parents about the school through the school website.

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 schools website from the beginning of Term 2 2015.

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.

Jacqueline Attard-Principal

Mona Abdulkhalek- Classroom Teacher

Bronwyn Owen- Classroom Teacher

Letitia Jordan- Classroom Teacher

Matilda Metledge- Parent

School contact information

Marie Bashir Public School

159 Albert Road STRATHFIELD NSW 2135

Ph: (02) 8736 4400

Fax: (02) 8736 4450

Email: [email protected]

Web: www.mariebashirpublicschool.com.au

School Code: 4652

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

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

Principals messageParents and Citizens (P&C) Association messageStudent informationStudent enrolment profileIn January 2014, the school commenced with a student population of 67 students and concluded the year with 120.The school established five classes from the beginning of the year so that when enrolments increased there was no disruption to student learning. Students remained in the same class all year. The future enrolment of the school is predicted to continu...Student attendance profileManagement of non-attendance

Class SizesWorkforce informationWorkforce compositionTeacher qualificationsStaff retentionProfessional learning and teacher accreditationBeginning TeachersIn 2014, Marie Bashir Public School had three permanent beginning teachers who received funding under Great Teaching, Inspired Learning to support them adjust to their new roles in NSW public schools.NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)NAPLAN Year 3 - NumeracyNAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)NAPLAN Year 5 Numeracy

Other achievementsPublic SpeakingThe school is committed to excellence in public speaking. The students are exposed to a structured public speaking program from Early Stage 1 to Stage 3. Teachers integrate speaking activities across all key learning areas.Significant programs and initiatives policyAboriginal educationMulticultural education and anti-racism

Significant programs and initiatives equity fundingEnglish language proficiencyLearning and Support

School planning and evaluation 2014School evaluation processesSchool planning 2014Outcomes from 2014Outcomes from 2014 40% of Year 3 students perform in the top two bands in numeracy in NAPLAN; 90% of Year 3 students performing at or above the minimum standards for numeracy in NAPLAN; 40% of Year 5 students performing in the top two bands for overall numeracy in NAPLAN; and 90% of Year 5 students achieving at or above the minimum standards for numeracy in NAPLAN.Outcomes 2014

Parent/caregiver, student, and teacher satisfactionFuture Directions2015-2017 School PlanAbout this report

Annual School Report 2014

Documents

attractive school setting

learning community

learning environment

public speaking

schools community

learning delivery

motto learning

entire community