2017 barnier public school annual report - amazon s3 · the annual report for€2017 is provided to...

Barnier Public SchoolAnnual Report

2017

4599

Printed on: 9 March, 2018 of 13 Barnier Public School 4599 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Barnier 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.

Sharon Moon

Deputy Principal

School contact details

Barnier Public SchoolBarnier DriveQuakers Hill, 2763www.barnier-p.schools.nsw.edu.aubarnier-p.school@det.nsw.edu.au9837 1600


School background

School vision statement

Barnier Public School strives to produce life–long learners and by developing a love of learning achieved through anengaging learning environment. The school is committed to the use of technology in teaching and learning as this reflectsour students’ everyday life and their future prospects for employment.

School context

Barnier Public School is a vibrant and growing school of 855 situated in Sydney’s North– West. The school’s philosophyis underpinned by the belief that schools are about children. Therefore, our school reflects this philosophy and seeks toreplicate our students’ life which is immersed in technology.

We have sought to develop a learning environment delivering the curriculum through technology. Our students benefitfrom an innovative teaching approach featuring state of the art technology including a touchscreen in every classroomand a student/computer ratio 1:1 across the entire school. This allows us to produce the ultimate, engaging learningenvironment for our students which maximises their life opportunities.

Barnier staff are extremely innovative, enthusiastic and very dedicated. We constantly seek to respond to the changingneeds of our students by adopting a research based approach to education based on modern, data–driven processes.We continually reflect on our practice and seek to constantly refine our methodology. Current priorities includeimplementing the Australian Curriculum and the Quality Teaching Framework.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

This year, Barnier Public School undertook a school–wide self assessment process against the School ExcellenceFramework. Stage staff teams conducted rigorous self assessment discussions against the framework to determineareas for development.

The results of this process indicated:

In the domain of Learning, the school was assessed as Delivering in the elements of Curriculum and Learning andAssessment and Reporting. In the elements of Learning Culture, Wellbeing and Student Performance Measures, theschool was assessed as Sustaining and Growing.

In the domain of Teaching, the school was assessed as Sustaining and Growing for the elements of Effective ClassroomPractice, Collaborative Practice, Learning and Development and Professional Standards and was assessedas Delivering for Data Skills and Use.

In the domain of Leading, the school was assessed as Sustaining and Growing in the elements of Leadership, SchoolResources,, Management Practices and Processes and Delivering for School Planning, Implementation and Reporting..

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Creating a High Performing and Dynamic Learning School

Purpose

Development and implementation of quality curriculum, personalised learning and innovative practices.

Students are literate, numerate, creative and productive users of technology. Students are encouraged to think deeplyand logically and to collaborate and work in teams to communicate their ideas to make sense of the 21st century world.

Overall summary of progress

This year the school placed a focus on literacy and numeracy programs through employing a literacy and a numeracyconsultant to provide professional learning for staff and to build capacity in every classroom to improve student NAPLANresults. To evaluate progress for Strategic Direction 1 of the School Plan, other strategies for self–assessment includedsurveying staff about our progress against the School Excellence Framework.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased number of studentsperforming in the top two bandsin NAPLAN testing.

$48,000 for consultantsworking with staff, studentsand parents

47% of year 3 students achieved placed into the toptwo band in Numeracy as compared to 43%ofstudents across the state.

42% of year 5 students achieved placed into the toptwo band in Grammar and Punctuation ascompared to 36% of students across the state.

Next Steps

IN 2018, we will embark on a new 3–year plan that builds on the current successes in literacy and numeracy through thestrategic direction of "Excellence in Learning". This will be completed through:

_ The continuation of quality hands–on literacy and numeracy lessons provided with ongoing professional learning by theliteracy consultant and the numeracy consultant. The school will consult and collaborate with staff, students andcommunity to ensure the effective implementation, planning and delivery of lessons that result in measurable growth forall students.

– Maintenance of our future focused learning and infrastructure to support student learning. Enabling teachers to bemobile and provide flexible learning environments and opportunities for students to collaborate and inquire within asupportive, scaffolded and quality feedback driven setting.

– Development of an intervention team who will gather data and provide support and enrichment opportunities forstudents across the school so that they can access the curriculum at any level and achieve personal growth.



Developing Quality Professional Practices

Purpose

Embedding and implementing explicitly targeted and engaging professional leadership and learning.

Teachers have the capacity to provide a curriculum which meets the diverse needs of our students by engaging inprofessional learning to provide pedagogy for the 21st century.


This year the school conducted quality professional practices and self assessment strategies to evaluate progress forStrategic Direction 2 of the School Plan. The school placed a focus on quality professional learning to ensure teachersgained a deep understanding of quality teaching practices.





Evaluations of teacherprofessional learning will confirmhigh levels of confidence andimplementation by teaching staff.

• Quality Teaching,Successful Students(QTSS) ($65000.00) • Support for beginningteachers ($71313.00)

All staff completed Professional Learning Programs with achievable and authentic SMART goals. .Results from the Beginning Teachers surveysindicated the mentoring program had beensuccessful.

Next Steps

In 2018, Barnier Public School will embark on a new 3–year plan which will continue to have quality professional learningfor all staff at all stages of their career at its core. This is to provide opportunities for teachers to undertake learning thatalign with their professional development goals, school priorities and student need. These will focus on tracking individualstudent growth.

This will be completed through:

– The allocation of a Deputy Principal, Instructional Leadership position, who will lead an intervention team ofexperienced staff to align programs and strategies with the principles and evidence–based research of the successfulDepartment of Education's initiative called "Early Action for Success". By "opting in" to this initiative, the school willgather valuable strategies for tracking and improving individual student growth in literacy and numeracy across a 3 yearspan in the early years of Kindergarten to Year 2, providing in–class support for teachers as well as valuableopportunities for teachers to collaborate and share expertise.

– The school will continue to provide opportunities for staff to develop themselves professionally through theimplementation of professional SMART goals which will be linked with their preference of professional leaningopportunities being explored.

– The school will continue to support teachers in their teaching of literacy and numeracy by continuing professionallearning for all staff with the literacy and numeracy consultants.

– As part of the "2020Vision" group of 4 collegial schools, staff will have opportunities to attend shared sessions withcolleagues across these schools and the wider Blacktown, Quakers Hill and Toongabbie Learning Communities.

– Substantive and aspiring leaders will be provided professional learning through both in–school and external sessionssuch as Growth Coaching and Futures Schools conferences.



Enhancing Organisational Effectiveness with Engaged Community Partnerships

Purpose

To create a school culture that is professionally supportive, proactive and strengthens community partnerships throughthe implementation of effective communication frameworks.

The school community works in a diligent and sustainable way to embed a system of values that continues to build ahighly developed culture of success.


In 2017, the school continued to provide shared funding of the Community Liaison Office role to improve communicationbetween the school and its community. The P&C supported this role financially under Strategic Direction 3 of the schoolplan. Along with student, teacher and parent "Tell Them From Me" survey results, the school lead additional surveys aswell as a parent forum to provide feedback to the school.





Staff are part of a widercommunity of excellent practiceto facilitate the best learningoutcomes for students.

Community Liaison Officeroff class – $12000.00

Literacy Consultantcost for staff and parentworkshops – $1000.00

Purchase of new awards –$2000.00

Community Liaison Officer role feedback indicatesimproved school and communitycommunication.Literacy workshops forparents were well attended. Whole schoolassemblies reflect increase in positive behavioursthrough presentation of new awards. Nosuspensions were recorded.

Next Steps

In 2018, the school will continue to build on its communication with the community through the employment of theCommunity Liaison Officer through the implementation of a new 3–year plan. This next cycle will place priority on parentinvolvement in all areas of consultation and communication towards building positive partnerships with students at itcore.

This will be completed through:

– Revising and improving current communication with the wider community through evaluation and feedback. Theschool will embrace regular opportunities to celebrate and communicate student achievements through website, socialmedia and assemblies, as well as participation I external events such as Blacktown Performing Arts Performances,PSSA, enrichment programs across our learning communities of schools and involvement in high level eventscelebrating academic and sporting achievements.

– Educating parents on curriculum focus areas through community workshops and coffee mornings to build on thehome–school partnership in developing the whole child

– Providing opportunities for the community to be consulted and briefed about new school planning cycles and wholeschool initiatives.

– Refining the reporting format to ensure parents are provided with explicit data regarding the progress of their childthrough a new report template and 3–way conferences encouraging student self assessment and responsibility for theirlearning.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $18,721 Throughout 2017, Barnier Public Schoolmaintained meaningful partnerships with ourAboriginal community through consultation ofpersonal learning plans for students and theintroduction of the Liven Deadly program. Asa result:

– 100% of Aboriginal Students have apersonalised learning plan

– Increased school community awareness ofcultural backgrounds

– Staff survey indicates increased parentalinvolvement in PLP creation and whole schoolevents.

English language proficiency $121, 889 (staffing)

$.36,885 for EnglishConsultant and casual relieffor professional learning

This year, a dedicated executiveposition enabled all English programs to workin partnership with a Literacy consultant,upskilling teachers in the teaching of Englishacross the school.. As a result:

– Professional learning for staff indicatedincreased pedagogy behind teaching ofliteracy K–6

– Staff confidence and ability to teach literacywas raised and sustainable programmingskills developed

Low level adjustment for disability $228,620 This year, the Learning Support Team,comprising of 1.6 FTE, managed 5 SchoolLearning Support Officers to deliver specificsupport through the MiniLit literacy program tomany students. They also supported staff inmanaging small groups in class with supportgoing to many students K–6. As a result,student engagement in learning Improved.

Quality Teaching, SuccessfulStudents (QTSS)

• Quality Teaching,Successful Students(QTSS) ($65 007.00)

An experienced staff member was allocated 3days/week to work with a large number ofEarly Career Teachers. This was throughprofessional dialogue, team teaching,demonstration lessons, professional learningand classroom visits. Surveys indicate greatsuccess in upskilling teachers for theimprovement of student learning outcomes.

Socio–economic background • ($47 012.00) This year, the school funded the installation ofInteractive Touchscreens and mobiletablets/devices in all classrooms for allstudents to access K–6.

Support for beginning teachers • Support for beginningteachers ($71 313.00)

Beginning Teachers were supported throughmentoring, team teaching, demonstrationlessons and time to prepare quality teachingand learning programs under an experiencedteacher mentor. Surveys results indicate ahigh level of success.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 454 455 461 472

Girls 394 383 381 416

Student attendance profile

School

Year 2014 2015 2016 2017

K 95 93.7 93.5 95.5

1 95.7 92.5 93.7 94.4

2 95.3 93 94.6 95.4

3 95.3 92.5 93.5 95.2

4 94.7 92.6 93.9 94.8

5 94.5 93.1 91.8 94.6

6 93.4 91.8 91.5 93.9

All Years 94.9 92.8 93.3 94.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Barnier Public School work closely with the parentsthrough open communication via email, letters andface–to–face meetings to strongly encourage studentsto be at school on time each morning. NewKindergarten parents receive Department of Education(DoE) fact sheets at the start of the year, stipulatingattendance expectations and these are regularlyincluded in the whole school newsletters. Teachersclosely monitor student attendance through the DoEelectronic roll marking system known as EBS4. Staffare diligent in applying the DoE School AttendancePolicy to ensure students attend regularly and on time.The school checks attendance data every 5 weeks toensure absence explanations, correspondence fromparents about attendance and student leave and

exemptions are documented correctly. The schoolworks closely with the Home School Liaison Officer toimplement strategies in communicating the importanceof punctuality and attendance with families.

Class sizes

Class Total

KP 19

KA 20

KO 20

KM 20

KD 20

KT 19

KB 20

1E 22

1W 23

1S 23

1M 23

1GW 23

2SL 27

2O 27

2M 27

2H 27

2A 27

3R 26

3G 29

3B 26

3/4T 29

3S 29

4U 30

4K 29

4JH 29

4B 29

5L 27

5H 28

5B 26

5/6K 30

5T 26

6S 29

6B 30

6A 28


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 32.55

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 1.4

Teacher Librarian 1.4

Teacher of ESL 1.2

School Counsellor 0

School Administration & SupportStaff

5.17

Other Positions 0

*Full Time Equivalent

There were 3 staff of Aboriginal or Torres Strait Islanderdescent employed at Barnier Public School during2017.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 10

Professional learning and teacher accreditation

In 2017, all staff participated in regular professionaldevelopment. These included:

– All mandatory online health and child protectiontraining

– English sessions with literacy consultant

– Mathematics sessions with Maths Consultant

– Sessions relating to individual, professional andwhole school goals

– History and Geography syllabus implementation

– Managing challenging behaviours

– Student Wellbeing

A supportive network continues to exist in assistingstaff in completing accreditation and mandatoryrequirements. An experienced staff mentor led thisnetwork of teachers to ensure all staff are NSWEducation Standards Authority (NESA) compliant.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 655,406

Revenue 6,604,233

Appropriation 6,181,979

Sale of Goods and Services 91,787

Grants and Contributions 322,848

Gain and Loss 0

Other Revenue 0

Investment Income 7,618

Expenses -6,181,716

Recurrent Expenses -6,181,716

Employee Related -5,576,604

Operating Expenses -605,111

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

422,517

Balance Carried Forward 1,077,923

Financial summary equity funding

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


2017 Actual ($)

Base Total 5,339,641

Base Per Capita 128,680

Base Location 0

Other Base 5,210,961

Equity Total 435,827

Equity Aboriginal 18,721

Equity Socio economic 47,012

Equity Language 141,474

Equity Disability 228,620

Targeted Total 101,108

Other Total 111,287

Grand Total 5,987,862

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

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

School performance

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.

In 2017 Literacy sections of NAPLAN: • 95% of Year 3 students and 98% of Year 5

students are at or above National MinimumStandard in Reading

• 94% of Year 3 students achieved Band 3 orhigher in Writing

• 55% of Year 5 children made greater thanexpected growth in Writing

• Scaled school score for Year 3 and Year 5 inspelling is higher than the state average

• 69% of Year 3 students are in the top 2 bands forGrammar & Punctuation

• Barnier had its highest number of students in Band 8 for Year 5 Grammar and Punctuationsince 2010


In 2017 Numeracy sections of NAPLAN: • 98% of Year 3 students were at or above National

Minimum Standard in Numeracy • Barnier's Year 3 scaled score was higher than the

state average for the first time in 5 years • 96% of Year 5 students were at or above National

Minimum Standard in Numeracy

• Barnier had its highest number of students in thetop 2 bands since 2013


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. In2017, Barnier Public School conducted numerousparent and student surveys (Tell Them From Me andinternal surveys). In addition, the school held theannual parent forum evening to gain an even betterunderstanding of our community's opinions. The datareceived, provides the school with constructivefeedback and valuable information on thecommunication, education and celebration structures inthe school.

The results were positive with the following summary ofresults from the Student Engagement survey revealing:

– 92% of students had positive relationships with peers

– 78% of the girls and 90% of the boys in this schoolhad a high sense of belonging

– 94% of students in this school tried hard to succeed.The NSW Govt norm for these years is 88%.

– 94% of the girls and 93% of the boys in this schooltried hard to succeed.

– Effective Classroom Learning Time was rated 8.7 outof 10 by girls and 8.4 out of 10 by boys. The NSW Govtnorm for girls is 8.4 and for boys is 8.1.

– Positive Teacher–Student Relations were rated 8.9out of 10. The NSW Govt norm for these years is 8.4.

Policy requirements

Aboriginal education

Children who are of Aboriginal or Torres Strait Islanderheritage have been identified and their progress, bothacademically and socially, is monitored throughpersonalised learning plans with support being providedto those students and teachers accordingly. Theseplans were devised in collaboration with the teacher,student and parents and monitored and adjustedthroughout the year.

Students in Years 2–6 were also invited to take part inthe Liven Deadly program. This program, incollaboration with Mr Jie Pittman from Liven TruthProductions, aims to promote both knowledge andpride in our Koori students' cultural heritage throughgames, music, drama and dance. Students performedas part of our annual NAIDOC Day celebrations,Education Week showcase and end of yearPresentation Day. They also designed and developedtheir own hip–hop track based around the school’smotto ‘Challenging the Future’ that was professionallyrecorded and filmed as a DVD keepsake. Overall, theprogram proved to be beneficial to not only encourage,support and celebrate the educational and culturalachievements of all Indigenous students, but also toenhance the knowledge and understanding of all

students and the wider school community aboutAboriginal Australia.

Stage 3 students were also involved in Quakers HillHigh School’s Connecting to Community program,which enabled students to make connections with thelocal high school whilst also deepening their knowledgeand connection with culture.

A Dare to Lead Aboriginal Program Conference hostedby Barnier Public School, as well as the AboriginalEducation Conference: Leading for Change, organisedthrough the University of Sydney were attended byselect staff and reported to whole school. Suchknowledge has allowed increased staff insight intoAboriginal culture and practices as well as strategies forincorporating these principles into teaching andlearning programs.

Multicultural and anti-racism education

The school constantly reviews its teaching and learningprograms to ensure cultural inclusivity practices areembedded. In addition, programs fosterunderstandings of culture, cultural diversity, racism andactive citizenship within a democratic, multiculturalsociety. The school's anti–racism officer has enrolled inprofessional development to conduct further training forall staff. The school welfare policy includes positivebehaviour expectations for celebrating a variety ofcultures and differences and has consequences foradverse behaviour.

This year, our 25th Anniversary Celebration includedmany multicultural dances taught by our parentcommunity. These were performed in front of ourschool and community, showcasing the vast culturalbackgrounds we possess. The whole schoolparticipated in Harmony Day celebrations, whichincluded class based activities that encourageinclusivity, empathy and positive communication andrespect for all cultures and societies. The annual talentshow encourages performances from all cultures andthis year 5 multicultural groups performed items fromtheir country of origin. A range of strategies have beenincorporated in the school's communication withparents and community members from culturallydiverse backgrounds. These included; increased use ofinterpreters, school events incorporating culturallysensitive food options and the distribution ofmulti–lingual information sheets. dance. As a result,these strategies are strengthening parent andcommunity engagement in school activities.


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