2018 bunnaloo public school annual report · introduction the annual report for 2018 is provided to...

Bunnaloo Public SchoolAnnual Report

2018

1425

Printed on: 13 March, 2019 of 13 Bunnaloo Public School 1425 (2018)

Introduction

The Annual Report for 2018 is provided to the community of the Bunnaloo 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.

Darren Devereux

Principal

School contact details

Bunnaloo Public SchoolFitzroy StBunnaloo, 2731www.bunnaloo-p.schools.nsw.edu.aubunnaloo-p.school@det.nsw.edu.au03 5489 7275

Message from the Principal

2018 has been yet another very busy and extremely successful year for the Bunnaloo Public School. Our thanks go to allof the members of our extended school community who have contributed in so many ways to the school's ongoingsuccess. Our Home/School Reading Program continues to play an integral role in the school's academic success.Thanks to our Reading Mums, for their time and skills in ensuring that all of our students from K–6 are heard read everyday at school. Congratulations to our School Leaders on their leadership throughout the year. Thanks to our 2018 P&COffice Bearers Amos Ferguson, Rachel Broadhead, Kate Barlow, Amy Barnes and our Catering Leaders Annie Peat andNatalie Durrant for their dedication and leadership over the course of the year. Thanks to all of the parents who attendedmeetings, helped with the different functions and helped out at this year's catering events. The P&C's ongoing financialsupport of our school continues to be vital and greatly appreciated. ln 2018 this included financially supportingexcursions for students at all Year levels, the Swimming and Music Programs, buying books for the library, an airconditioner for the Infants Room and new furniture for both the K/1/2 and 3/4 classrooms. I sincerely thank all of theschool's staff for their dedication, passion, skills, professionalism and commitment that they bring to Bunnaloo PS eachand every day of the school year. Thanks to Vemeice Dick ( and her family) for her continued work in maintaining theschools gardens and lawns, which remain one of our strongest assets and are an absolute pleasure to work within eachand every day of the school year. Thanks to our cleaner Bianca Mills–Cleland for all of her hard work keeping our schoolclean and tidy at all times. Thanks to Joy Rinaldi and Sue Campbell in the office for doing everything and anything that isasked of them to help make our school the best it can possibly be. Finally, last but definitely not least a huge thank you tothe school's teaching staff, Lisa Cockayne, Cheryl Marchment , Joh Preston, Chris Harrison Narelle King and NoelaBarlow for their continued commitment to ensuring that each and every child at our school is achieving at the highestlevels that they possibly can. All of our staff continually go above and beyond, putting in countless hours outside thenormal school day, both at school and at home, to ensure that their students are provided with an absolutely first classeducation at Bunnaloo Public School.

Darren Devereux

Principal


School background

School vision statement

Bunnaloo Public School encourages and supports its children to be well rounded individuals, who will participate asresponsible members of society. With the school's help, the children will be striving to reach their full potential.

The school's curriculum aims to support and develop the children's basic skills of reading, writing, mathematics andliving skills. The curriculum will also reflect the staff's awareness of the children's needs to broaden their interests andskills.

Bunnaloo Public School has a functioning P&C which supports the staff in administering to the needs of the children.The School, P&C and Community will ensure that the needs of the children, in an isolated community, are met by makingrelevant policy decisions and using funds raised to best support this.

Bunnaloo Public School will continue to grow with the ongoing positive and caring support provided by staff, parents andthe community. The children will benefit from parental help in the classroom, at home and through the involvement of theP&C and the support of the wider Bunnaloo Community.

School context

Bunnaloo Public School is a small rural school that is set in the picturesque grounds in the small rural township ofBunnaloo, located in the South Western Riverina Region of New South Wales.

The school caters for the farming areas of Bunnaloo, Thyra, Caldwell, Womboota and Thule; students also attend theschool from the larger neighbouring centres of Mathoura, Moama and Echuca.

The school has achieved outstanding levels of academic achievement over two decades in both Numeracy and Literacy;this is evident in NAPLAN results as well as in National Competitions. The results have earned the school positiverecognition via winning a Director General's Award, being involved in the Lighthouse program and receiving QualityTeaching Awards at Regional level.

The school attracts some equity funding to support targeted educational programs.

The school has an extremely supportive and active P&C and extended local community. The P&C contributeenormously to the school's programs, resources, grounds and the educational and social welfare of all students.


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 SchoolExcellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. Theframework supportspublic schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice acrossthe three domains of Learning, Teaching and Leading.

Progress and levels of improvement have been achieved across the three domains of Learning, Teaching and Leading.The school is either Excelling or Sustaining and Growing in all of the Learning Elements, achieving excellent value addedresults, using reporting systems that contain detailed information about individual students, providing parents with a veryclear understanding of what their children are learning and how they are being supported to progress with their learning.

In the Teaching Elements as a school we are sustaining and growing in all elements, using student data to evaluate theeffectiveness of teaching practices, working as a team to improve teaching and learning across the whole school andengaging in targeted Professional Development.

In the Leading Elements we are sustaining and growing in three of the four elements, there is a clear understanding ofand support for high school expectations and aspirations for continually improving student learning across our wholeschool, the school solicits and addresses feedback on school performance and physical learning spaces are usedflexibly and technology is accessible to all staff and students.

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


Strategic Direction 1

Community Engagement

Purpose

To engage all members of the school community in positive and respectful relationships which support an inclusiveschool culture and collaboratively develops successful learners across the school. The whole school communitydemonstrates aspirational expectations of learning progress and achievement for all students and is committed to thepursuit of excellence.

.

Overall summary of progress

The school is utilizing an effective range of communication devices with our families and the wider Bunnaloo Community.Between the hard copy Newsletter, the online version, the School Stream App and the Bunnaloo Ballyhoo we arecommunicating effectively and consistently with our school Community. This is supported by attendance and involvementdata at school activities throughout the year. Oral surveys at P&C meetings also support the effectiveness of ourcommunication.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

50% of all families represented ata P&C meeting over the course ofeach year.

Newsletter, website andschool stream app wereused to communicate withfamilies as to when eventswere taking place and whatthey would involve.

In 2018 58% of families attended at least one P&Cmeeting over the course of the year.

80% of families represented atOpen Day, Father's Day andMother's Day activities each year.

Newsletter, website andschool stream app wereused to communicate withfamilies as to when eventswere taking place and whatthey would involve.

Food expenses for OpenDay, Mother's day andFather's Day activities.Time to organise the days,P&C assistance with foodpreparation.

94% of families attended Open Day.

100% attended the Father's Day breakfast.

94% attended the Mother's Day morning tea.

100% of families attended the End of Year Concertand Presentation Evening.

100% of all families take part inSemester 1 Parent/Teacherinterviews

Newsletter, website andschool stream app wereused to communicate withfamilies as to when eventswere taking place. and timeto allow staff to be off classfor interviews.

100% of families took part in Semester 1Parent/Teacher interviews. Some of these had tobe moved to alternate days and time slots to meetwith parental availability.

Next Steps

Continuing to run events such as the Back to School BBQ, Open Day, Mother's Day Morning Tea, Father's Day breakfastand the End of Year Concert to actively involve all families in beneficial activities at the school.

Surveying parents on the effectiveness of our school's communication methods and which ones they find the mosteffective and beneficial and continuing to utilize and promote the school's different methods of communication with ourfamilies.



Quality Teaching

Purpose

To create and maintain a stimulating and engaging professional environment for educators, supported by a positivecollaborative culture that nurtures skilled and high performing teachers and support staff who are able to reflect onpractises to best meet the diverse needs of all of the school's students.


Differentiated learning has been demonstrated via lesson observations, programming, transition data and IndividualLearning Plans.

Weekly staff meetings have been used to develop and utilise professional dialog and sharing of ideas, programming andplanning.

All staff were actively involved in a range of activities and events which invited parents and community members into ourschool.





Quality teaching is reflectedacross the school demonstratedvia differentiated learning and theuse of both summative andformative assessment practises.

Planning time, staffmeetings, ProfessionalDevelopment Days.

Lesson observations and programmingdemonstrates quality teaching is happeningthroughout the school. Programming, end of yeartransition data and ILP's show where learning hasbeen differentiated. A range off assessmentpractices and activities were used at all levels K–6.These were shared with parents with end ofSemester Reports.

All teachers develop andimplement a ProfessionalLearning Plan, outlining theirgoals, focussing on curriculumimplementation, technology andcommunity relations.

Time, Staff Meetings,Development Days

All staff are developing Professional LearningPlans, which have a number of shared goals withother staff. In 2018 we focussed on assessment inNumber and STEM.

All staff were actively involved in a range ofactivities and events which invited parents andcommunity members into our school.

High levels of individual growth inLiteracy and Numeracy asevident in both schoolassessment data and NAPLANdata.

Time, Staff Meetings, StaffDevelopment Days.

School assessment data showed all studentsmaking growth in Literacy and Numeracy over thecourse of the 2018 school year.

100% of Year 5 students made above averagegrowth in Reading, grammar and punctuation andNumeracy.

80% of students at or abovegrade level expectations in allaspects of Literacy andNumeracy according to NAPLANand school based data andlearning continuums.

Time, Staff Meetings, Staffdevelopment Days.

83% of all students K–6 were assessed to be at orabove grade level expectations across all levels ofLiteracy and Numeracy according to both schooland NAPLAN data.

Teachers are able to demonstrateevidence of data analysis beingused to inform day to dayteaching and also the use of 21stCentury technologies.

Time, Staff meetings, StaffDevelopment Days, schoolCounsellor.

School assessment, NAPLAN data, classroomevaluations and transition data have all beenutilised to ensure that day to day teaching meetsthe individual learning requirements of all studentsat Bunnaloo PS. We have also used schoolcounsellor data to ensure individual learning styles






Teachers are able to demonstrateevidence of data analysis beingused to inform day to dayteaching and also the use of 21stCentury technologies.

and abilities are being effectively catered for.

21st Century technologies are being used by allstaff members across all key learning areas.

Next Steps

In 2019 our whole school Training and Development will be focussed on Embedding Formative Assessment via a twoyear PD pack for schools that has been developed by Dylan Wiliam and Siobhan Leahy. This will improve and developour knowledge of formative assessment and also guide changes to our current assessment practices.

Information from 2018 NAPLAN Data will be utilised to inform day to day teaching and programming.

Introduction of a new program in Stage 3 to motivate students to write with confidence.



Engaged Learning

Purpose

To develop a whole school approach to the delivery of high quality learning experiences that are focussed anddifferentiated to enable students to develop students as self–directed learners motivated for success.


Thorough transition data has been collected and summarised on all both Year 2 and Year 4 students who will be movingbetween composite classes at the end of 2018 to ensure that their learning requirements and individual needs will be metfrom their first day in their new classes, as well as ensuring that classroom teachers will have the appropriate resourcesavailable to them to support all students in their classes.

100% of students in Year 5 experienced above average growth in the Reading, Grammar and Punctuation andNumeracy sections of NAPLAN Testing. Percentages in both Writing and Spelling were significantly lower, this data wascarefully examined in late 2018 by all staff and findings will influence planning in 2019.





1. The school achieves excellentvalue added results above theaverage school.

Time, staff meetings,planning, resources

All year 5 students experienced above averagegrowth in Grammar and Punctuation, Numeracyand Reading, whilst 3 out of seven students wereabove average in Spelling and only one studentwas above average in writing.

80% of students to achieveexpected levels of growth asmeasured on the Literacy andNumeracy Continuums usingPLAN and also year 3 and 5NAPLAN data.

Time, staff meetings,planning, resources

100% of students achieved expected levels ofgrowth in Grammar and Punctuation, Numeracyand Reading.

43% of students achieved expected levels of growthin Spelling.

Only 17% of students achieved expected levels ofgrowth in Writing.

Next Steps

Staff meetings and parent conversations reveal satisfaction with current assessment practices and clarity in the way datais communicated with parents, including the way that samples of student work are sent home with student reports at theend of Semester 1 and Semester 2. This will be formalised into a whole school document in 2019 and then reviewed bystaff.

In 2019 a program based on motivating reluctant writers will be introduced in Stage 3 in an effort to improve the level ofstudents who are achieving below expected levels of growth in NAPLAN writing, we will also review work samples thatare being collected and the types of genre that students are learning to write effectively in.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability Staffing

$13938

Internal assessments on a term by term basishave shown the levels of achievement againststated goals and guided planning for the nextterm. This has been a successful 4 termproject.

Quality Teaching, SuccessfulStudents (QTSS)

Time, staff experience,2017 evaluation data.

$6500

Individual needs of all students have beencatered for via detailed planning and qualityteaching and learning activities. Planningwas also conducted to cater for students withspecial needs as they move into new classesin 2019.

Socio–economic background Staffing, fees, coach travel.

$4500

All students K–6 attended the Life Ed Vanand took part in follow up activities, Allstudents K–6 took part in a Book Weekperformance of a Book Week Awardnominated book and pre and follow upactivities., All students K–6 travelled toShepparton to view a live performance of"Little Red Racing Hood" as well as takingpart in lead up and follow up activities and allstudents in Year 5/6 took part in the bi–annualCanberra excursion in November.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 24 21 22 20

Girls 27 25 27 35

The school had an enrolment of 55 students in 2018, ofthis 20 were male and 35 female. Overall numbersincreased by six on the year before, due to our biggestever Kindergarten enrolment of 12, but the tend ofhaving more female than male students continued.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.8 91.8 93.9 93.6

1 96.3 96.9 88.6 92.7

2 97.5 94.5 97.4 91.1

3 94 93.5 96.4 96.1

4 95.6 93.4 97.2 96.4

5 96.5 93.5 96.1 94.6

6 91.6 89.4 94.9 90

All Years 95.2 93.4 94.8 93.4

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

The school's average attendance decreased slightly onthe previous year and is on a par with State Averages.The school provides a proforma on the schoolNewsletter that parents can fill out quickly and return toschool to explain student absences. The school alsoencourages parents to either ring, email or text whentheir children are away from school. Some families arealso utilising the new School Stream app to report

absences. Unexplained absences are followed up via aphone call, the Home School Liaison Officer has beenutilised on a couple of occasions when explanationshave been unsatisfactory. The Newsletter has beenregularly used to communicate attendancerequirements to parents.

Partial absences were discussed and explained at thefinal P&C meeting for 2018.

Class sizes

Class Total

K_1_2 24

3_4 14

5_6 16

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 2.38

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.17

School Administration and SupportStaff

1.47

*Full Time Equivalent

Bunnaloo Public School had no Aboriginal Members ofStaff in 2018.

Workforce retention

All Bunnaloo Public School staff members wereretained from 2017.

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 0


Professional learning and teacher accreditation

The major priorities and strategies for teacherprofessional learning, as outlined in the school planinclude mandatory areas such as the Code of Conduct,Child Protection, Emergency Care, First Aid, Asthma,CPR and Anaphylaxis.

Our Curriculum focuses have been the effectiveteaching of literacy and numeracy via team teachingand the development of new programs, Whole schoolin–service activities to improve and developunderstandings of the English and Mathematics NSWNational Curriculum, as well as planning, developingand teaching new units of work across the MathematicsCurriculum. Professional Learning activities were alsoundertaken within our Small Schools Network toimprove the teaching of writing across all Year levels.All staff undertook a range of learning activities relatedto the learning progressions and the PLAN software.

Bunnaloo Public School had no New Scheme Teachersin 2018.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 80,020

Revenue 713,262

Appropriation 675,765

Sale of Goods and Services 605

Grants and Contributions 35,822

Gain and Loss 0

Other Revenue 0

Investment Income 1,071

Expenses -700,518

Recurrent Expenses -700,518

Employee Related -592,251

Operating Expenses -108,267

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

12,744

Balance Carried Forward 92,764

The Principal is responsible for the management of theschool's budget and financial planning over the courseof the school year. This is done in consultation with theschool staff and the planned needs and priorities of theschool. Monitoring of progress is done by the SchoolAdministrative manager and the Principal.

Capital expenditure that is planned for the 2019 schoolyear includes the purchase of a new stage for OpenDays and Presentation evenings, Robotics equipment,tree removal, a new photocopier and grounds work.

Financial summary equity funding

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

2018 Actual ($)

Base Total 635,338

Base Per Capita 9,475

Base Location 18,013

Other Base 607,850

Equity Total 19,410

Equity Aboriginal 705

Equity Socio economic 4,767

Equity Language 0

Equity Disability 13,938

Targeted Total 0

Other Total 8,440

Grand Total 663,187

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

No students fell below National minimum standards ineither Year 3 in Writing, Spellingor Reading, or in Year5 in Writing, Spelling, Reading or Grammar andPunctuation.

In Year 3 86% of students were in the top 3 skill bandsin Grammar and Punctuation, 72% were in the top 2skill bands in Reading, 86% were in the top 3 skillbands in Spelling and 72% were in the top 2 skill bandsin Writing.

In Year 5 100% of students were in the top 2 skill bandsin Grammar and Punctuation, 71% were in the top 2skill bands in Reading, 57% were in the top 4 skillbands in Spelling and 57% were in the top 4 skill bandsin Writing.

Results in Year 3 Reading and Spelling, and Year 5Grammar and Punctuation and Reading are allsignificantly above State Averages.

In Year 3 86% of students were in the top two skillbands in Numeracy.

In Year 5 86% of students were in the top two skillbands in Numeracy.

No students in either Year 3 or Year 5 fell belowNational Minimum Standards in Numeracy.

Results in Year 3 and Year 5 Numeracy are allsignificantly above State Averages

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with the Premier's Priorities: ImprovingEducational Results, schools are required to report theirperformance for the top two NAPLAN bands in bothReading and Numeracy.

In Year 5 our school had 71% of students in the top twoskill bands in Reading, and none in the bottom skillband, while 86% scored in the top two skill bands inNumeracy with none in the bottom 2skill bands as well.

In Year 3 we had 72% in the top skill band in Reading,with none in the bottom skill band, while in Numeracywe had 86% in the top 2 skill bands and none in thebottom two skill bands.

Parent/caregiver, student, teachersatisfaction

In Term 3 at our Annual Open Day all parents,caregivers, relatives and supportive local residentswere surveyed about what they believed that our schooldoes well, what they think that we can do better andwhat we don't currently do but they believe that wecould improve our school by including them into ourschool programs.

The data collected on the day revealed that many ofour visitors strongly believed that areas our school doeswell include: Open days and concerts, inclusion of ourfamilies and community, student interaction,communication, our music program, safety, rewardingachievements, providing sporting opportunities,teaching and learning, staff engaging extremely wellwith the students, having happy students, meetingindividual student learning needs, robotics, having greatcommunity values and fostering an enjoyment oflearning.

While there were single responses to a number ofthings that people thought that we could improve in, theonly one that had two responses was programs inrespect, tolerance and self esteem. In contrast 70% ofresponses said that the school could improve in"nothing".

Again there were a number of individual responses toareas that we could include in our programs to improveon as we move forward, 65% of responses once againsaid "nothing", while the only response that had tworeplies has been acted on already with plain blacksocks being added to our school uniform for all daysexcept the school concert and school photo day.

Policy requirements

Aboriginal education

The school had a 0% Aboriginal population in 2018.

Aboriginal cultural activities and perspectives are taughtat all stage levels within a range of Key LearningAreas,including History and Geography.


Multicultural and anti-racism education

Multicultural issues and perspectives are taught in allcurriculum areas. The emphasis is ondeveloping anunderstanding of culture and the appreciation ofdifference.

Topics studied in Stage 2 and Stage 3 included a focuson the beliefs of other cultures and learning tounderstand and respect these.

Mrs. Cheryl Marchment is the school's Anti RacismContact Officer.

Other school programs

Arts

Bunnaloo Public School continues to place a strongemphasis on all areas of creative and practical Arts.Highlights of the Creative Arts program were theAnnual End of Year School Concert and all studentstaking part in our four term whole school music programrun by music teacher Mrs Delena Gaffney, whichculminated in a major performance on Open Day.Students from all Year levels having samples of theirartwork displayed in the school's foyer, classrooms andthe Art Room on Open Day. All children K–6 createdMothers' Day and Fathers' Day gifts for their parentsand all students K–6 travelled to Shepparton to view aperformance of "Red Racing Hood", all students alsoviewed a Book Week performance of one of the BookWeek award nominated Picture Story Books, "Gary" atthe school.

Sport

The number one aim of the school's sporting programsis to promote an active and healthy lifestyle for allstudents. In 2018 all students K–6 were activelyinvolved in the Small Schools Athletics and SwimmingCarnivals. All students in Years 3–6 were involved inthe Small Schools Cross Country Event, while the K/1/2students held their own event at school. Other sportinghighlights in 2018 included: Bunnaloo Public Schoolteams from Year 3/4 and 5/6 were involved in the LeoBarry AFL Fun Day in Deniliquin. Year 5/6 studentswere successful in the mixed section of the Paul KellyCup. The school received a Gold Award in the PremiersSporting Challenge. Year 3/4 and 5/6 teams took part inthe Big Bash Cricket Days in Deniliquin and all studentsK–6 took part in the whole school swimming program atthe Echuca indoor pool.

Sporting Representatives

Deniliquin District Representatives:

Football: Sam Hooppell, Archie Peat, Nick Pell.

Athletics: Tiah Hooppell, Georgia Barnett, Leo Laffan.

Swimming: Archie Peat, Fred Peat.

Basketball: Zoe McCallum.

Riverina Representative:

Athletics: Leo Laffan.

University of New South Wales Competitions

All students in Years 3–6 sit the University of NSWCompetitions in Science, English and Mathematics. Asin past years, results in 2018 have been outstanding,award winners have been listed below.

Science Competition

Distinction Award: Lila Broadhead

Credit Awards: Hannah Durrant, Eve Ferris, PoppyFerguson, Archie Peat, Sam Hooppell.

Merit Awards: Tiia Shiels, Lachlan Barlow, TiahHooppell.

English Competition

Credit Awards: Hannah Durrant, Kate Durrant, SamHooppell, Archie Peat.

Merit Award: Megan Barnes.

Mathematics Competition

Distinction Award: Lila Broadhead.

Credit Awards: Megan Barnes, Eve Ferris, LachlanDargan, Kate Durrant, Sam Hooppell.

Merit Award: Fred Peat, Poppy Ferguson.


2018 bunnaloo public school annual report · introduction the annual report for 2018 is provided to...

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