bexley north public school annual report · bexley north public school is a pp2 school situated in...

Bexley North Public School Annual Report

2308

2015

Introduction

The Annual Report for 2015 is provided to the community of Bexley North

Public School as an account of the school’s operations and achievements

throughout the year.

It details the account of the progress the school has made to provide high

quality educational opportunities for all students, as set out in the school

plan. It outlines the findings from self-assessment that reflect the impact of

key school strategies for improved learning and the benefit to all students

from the expenditure of resources, including equity funding.

Angelina Sheinwald

Principal

School contact details:

Bexley North Public School

116 Kingsland Rd

Bexley North 2207

[email protected]

[email protected]

Phone: 9554 3306

Message from the Student Prime Minister and Deputy Prime Minister

On behalf of Bexley North Public School, we would like to thank the P&C for putting in an extraordinary amount of

effort to ensure the students and staff at BNPS are happy and well equipped. We appreciate the large amount of

money raised by the P&C which is then used to better our school. We would like to give a special thanks for the

laptops purchased, we all have had the benefit of using this technology to further our learning.

Student Parliament

The 2015 student parliament worked hard to create change within the school community by acting on behalf of

their peers and proposing new innovative ideas to make Bexley North Public School an even better school and

community.

The Student Parliamentarians ran lunch and recess assemblies, settling students before they went into class. They

acted on the suggestions of their peers and colleagues, ensuring toilets, other facilities and the playground were

cared for and well maintained. They monitored littering on the playground, guaranteeing that children placed their

waste in bins and that they were wearing a hat whilst in the playground. They maintained the Friendship Stop to

help children who are lonely in the playground to make friends, and become more social.

The student parliament also successfully ran several assemblies and special services including ANZAC Day, the have-

a-go-show, the Remembrance Day service and Parliament assemblies. The Student Parliament also organised many

special events such as a Bexley North soccer championship, a handball tournament, bowling competitions, paper

plane flying contests and colouring in competitions.

Student Parliament Fundraisers

Student Parliament ran several fundraisers, supporting charities and purchasing resources for our school. These

fundraisers included a Multicultural Day, a care flight fundraiser, the Nepal earthquake fundraiser and a 3-6 disco.

The Multicultural Day was one of our big successes, celebrating the many different cultures within our school. All

students participated, with a large number wearing traditional outfits and bringing food from their culture to share

with their class. It was a wonderful way to celebrate and integrate all of the different cultures at BNPS, creating

harmony and acceptance among students.

Hopes for the Future

We are hoping that the school can benefit from our changes in the long term. We are also hopeful that the school

will continue to be a great and friendly community. Finally, we would like to thank the P&C for the support shown

to Student Parliament.

Peter Papoulidis, Prime Minister and Sam Woodhouse Deputy Prime Minister

http://[email protected]/

mailto:[email protected]

School background

School vision statement

Developing a community that inspires, challenges and cares

School context

Bexley North Public School is a PP2 school situated in the Inner West of Sydney. It has 20 mainstream classes

which includes two Enrichment classes for students in Stage 2 and Stage 3. Currently there are 505 students

enrolled in the school. The student body comprises 70% of students who are from a Language Background

Other than English, and 2% Aboriginal. There are over 30 different cultural and linguistic groups represented

in the student population, with Greek being the most common.

The school has a major intake at kindergarten and a significant intake at year 3 level from the local K-2

Bardwell Park Infants School. Students are enrolled in all years from within the school enrolment drawing

area. The school has an active and supportive parent body that continually provides support to teaching and

learning programs, as well as improving the school’s physical environment.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework. The school executive meetings were assigned to allow senior executive to thoroughly understand the framework and to use it as a `diagnostic tool’, as a basis of self-assessment. Our self-assessment process further assisted the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.

Learning: In 2015, Bexley North Public School has had Successful Lifelong Learners as a focus in this domain, with particular emphasis on Student Wellbeing and Engagement. Through the tireless effort of the Learning and Support team and the teaching staff, school processes were refined to identify individual learning needs and the development of Individual Education Plans for all identified students. Parents became active partners in their children’s plans. As a member of a Community of Schools (CoS) Along the Ridge, staff from each school actively collaborated and shared ideas and effective strategies to engage students in their implementation of new curricula. This year, Science was a shared focus, examining the Working Scientifically and Working Technologically aspects of the new syllabus. Through the generous donation of laptops and charging trolley from the P&C, in-class computer work became an important, integrated focus of the teaching/learning program, supporting collaboration and co-operation. In Wellbeing, the school is realigning its policy with the Positive Behaviour for Learning (PBL) framework, having appointed a staff team with K-6 representation. This team underwent the first stage of intensive training, researching the core concepts of PBL; whole-staff training around the framework and its implementation was held in preparation for 2016 implementation. Teaching: In the area of Teaching, our school focused on the elements of Reflective and Inspiring Teaching Practice and the use of the Australian Professional Standards for Teachers was used to define a shared understanding of what effective learning looks like. All staff developed professional learning goals, using the standards and completed their Performance and Development Plans, based on self-identified professional learning. Using the research of John Hattie and Dylan William, protocols to establish a culture of peer observations were developed, to ensure that reflective practice and current pedagogy are occurring in all classrooms. Professional learning around Formative Assessment informed teaching practice, highlighting what best practice looks like and leading K-6 teachers plotting students’ comprehension results on the literacy continuum. This data was used to start a school data wall, enabling conversations around student progress, individual learning direction, thus improving all student outcomes.

Leading:

Leadership underpins all aspects of the direction of school improvement at BNPS. In this domain, our focus is on Visible Leadership, where all levels of the school and wider community explicitly develop their leadership skills, through contextualised systems and practices. There has been a focus on the expansion of leadership to include teaching and non-teaching staff, through the implementation of PDPs; encouraging and explicitly teaching students to be leaders of their own learning, by reflecting on their learning through setting learning intentions and using success criteria. Promoting leadership within the school community was also facilitated by the presentation of Triple P Parenting; there was a high uptake for this program. As a school, we are looking at increasing the leadership capacity through recognition of talent and opportunities.

Strategic Direction 1 Teaching as an enabler not a barrier John Hattie

Reflective and Inspiring Teaching Practice

Purpose

Teachers are among the most powerful influences in learning; we need to create a culture of reflective and inspiring practice that is directive, influential, caring and actively engaged in the process of teaching and learning. Measure of success is when all members of the BNPS community can articulate why we do what we do – this is the purpose.

Overall summary of progress

Did we do what we planned?

Professional learning around formative assessment

K-6 teachers use PLAN to plot students’ comprehension results

Introduce classroom observation, developing a culture of teacher reflection and best practice, ensuring clear protocols are developed and will be a valued learning tool by staff in the future.

Did it have the planned impact?

Whole school PL on formative assessment and what best practice looks like

The PLAN data was used to start a school data wall, enabling conversations around student progress and improving ALL student outcomes.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

The National Standards for Teachers will be used to define a shared understanding of what effective learning looks like

All staff have created and shared their Performance

and Development Plan (PDP) with team supervisors.

The supervisors have noted areas for stage and whole

school professional development.

Nil Cost to School

Begin Classroom Observations ensuring reflective practice and current pedagogy are occurring in all classrooms.

Executive profession learning

Observation protocols developed

Classroom teachers begin with informal observations,

opening up dialogue around current practice at BNPS

Nil Cost to School

Student progression along the Literacy and Numeracy continuum and achievement as reflected in NAPLAN and reading benchmarks.

K-6 students plotted onto the comprehension continuum using PLAN

Whole school comprehension data displayed on a

data wall to track and monitor student progress,

(using the literacy continuum). Students on IEPs

identified and monitored closely on the data wall to

ensure progress.

Whole school staff meetings to evaluate 2015

NAPLAN results and discuss teaching strategies to

Nil Cost to School

Strategic Direction 1 Teaching as an enabler not a barrier John Hattie

support learner needs as indicated by NAPLAN.

Embed Formative Assessment practices across the school

Staff professional learning on Dylan William “Inside

the Black Box”

Building capacity within the Strategic Direction #1 team. Teacher education on formative assessment practices, with a focus on learning intentions and success criteria.

Nil Cost to School

Next steps

Improvement measure (to be achieved over 3 yrs) Strategies

Formative Assessment – Developing assessment for learning practices to improve student outcomes as supported by current research (Hattie & William) “Develop the staff’s understanding of the purpose of learning and what success looks like.”

All teachers display learning intentions for maths and English lessons , then progress to displaying Success criteria

Fortnightly stage meetings for teachers to share the above – CELEBRATING success and reinforcing “why this matters” (continuing to building capacity)

PL around formative assessment including informal and practical ways to check student knowledge and identify gaps

“Build capacity to collaboratively plan and differentiate programming and pedagogy… evaluating the impact of student learning and then use this evidence to enhance their teaching through effective feedback” “Evidence of collaborative planning involving backward mapping”

Stages develop pre/post assessments and marking rubrics in reading and writing – reflecting the literacy continuum.

Develop a language of learning to provide meaningful feedback to students

Stages collaboratively backward map reading and writing, selecting a key concept to focus teaching on (using NAPLAN data and teaching strategies)

Stages develop a marking rubric – establishing a grade language of learning and a means to provide meaningful feedback to students (reflective of the literacy continuum and English syllabus)

Rubrics are put in child friendly language and discussed and displayed in classrooms for students to set learning goals. Starting WALLS THAT TEACH.

“Data from NAPLAN and on PLAN, explicitly showing where students start on the learning continuum and where they are going” 2016 K-6 using PLAN to record literacy data

Continue the school data wall – ensuring

meaningful conversations are occurring

around all student progress

Student data from the marking rubric is entered onto PLAN (and continues onto our school data wall).

Regular conversations around student progress, including discussing teaching strategies, differentiation and identifying students at risk of falling behind and where to next

Develop teacher knowledge around the numeracy continuum and PLAN

“Data on lesson observations and meaningful feedback to staff; changing practice in assessment practices to match current pedagogy”

Introduce formal Classroom Observation

Lesson observations protocols are shared with staff and necessary adjustments made

Teachers begin informal lesson observation in a format similar to lesson study – reflecting and refining practice.

Grades move toward a more formal approach; selecting clear goals to be observed which are reflective of our school plan

Strategic Direction 2 Transforming the culture of education and organizations with a richer conception of human creativity

and intelligence Sir Ken Robinson

Successful Lifelong Learners

Purpose

Learning and innovations skills increasingly being recognised as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st Century, and those who are not. A focus on creativity, critical thinking, communication, and collaboration is essential to prepare all students for the future. Staff and community learning is a feature.



Professional learning around Positive Behaviour for Learning (PBL)

Development of policy and procedure for laptop banks purchased with the P&C

Implementation of whole school Peer Support program

Introduced a strategic move from computer based word processing tools to online based applications (i.e. Microsoft 365 and Google Apps for staff & students)

Parent, staff and student surveys for evaluation purposes


Initial whole staff PD delivered and core PBL team attended training workshops

School assessment survey complete to identify areas of improvement and priorities for PBL action plan

Equitable borrowing processes and procedures now allow staff to access new technology to integrate into their classroom practice to improve outcomes for 21st Century Learners

Students and staff can access work through cloud storage more efficiently and can collaborate on documents simultaneously




Annual review of technology across school

Laptop trolleys purchased for students in 3-6 to be used on the Wi-Fi network

WI-FI network extended to utilise new technology

Software needs streamlined for staff and students to allow for more effective collaboration

Relocation of the Connected Classroom technology to allow staff and students more availability

Release days for computer coordinator to maintain technology and school website

$28000

$500

Nil Cost to School

$7500

$1600 P&C/Tech budget funded

Staff awareness raised around the implementation of Positive

Re-introduced core concepts of PBL and held whole staff training around the framework and implementation (visited by PBL coach)

Nil cost to School

Strategic Direction 2 Transforming the culture of education and organizations with a richer conception of human creativity

and intelligence Sir Ken Robinson Behaviour in Learning (PBL)

PBL core team attended training in order to help facilitate whole school action plan for implementation in 2016

$2000

Teaching staff implementing new syllabi

Initial staff awareness raising of the new History syllabus

Next steps

Improvement measure (to be achieved over 3 yrs) Strategies

Technology Support for 21st Century Learning

Rollout of Bring Your Own Device (BYOD) pilot program for Stage 3 in Term 1, 2016 (inline with DoE standards and with parent consultation)

Evaluation of BYOD pilot success with views to implement across all Stage 2 & 3 classes from term 2 onwards

Tablet pilot program in Kindergarten to evaluate best practice for using this technology

Evaluation of Tablet pilot success with views to examine how to purchase extra devices

Student Wellbeing

Positive Behaviour for Learning

Evaluate current behavioural levelling and award system to bring in line with PBL

Develop lessons to teach specific concepts, expectations and school rules

PBL core team attend final day of training

PBL signage to be displayed around the school

Parent information sessions around PBL concepts and implementation to be schedule in 2016

Curriculum Continued staff professional development around the implementation of the History syllabus, and the introduction of the Geography syllabus

Introduction of Thinking Skills program, such as De Bono’s Thinking Hats and CorT

Strategic Direction 3 Leadership is communicating people’s worth and potential so clearly that they are inspired to see it in

themselves. Dr Stephen R. Covey

Visible Leadership

Purpose

Leadership underpins all aspects of the direction of school improvement at BNPS.

There will be a focus on the expansion of the leadership to include:

All teaching and non-teaching staff

All students as leaders of their learning and

Leadership within the school community


This section describes the school’s ongoing self-assessment, reflection processes and progress for Strategic Direction 3 of the School plan. It draws on a comprehensive range of evidence to demonstrate school achievements.


Performance and Development Plans

Staff, Student and Community Feedback

Systems and Processes; School Policies Review Process


Whole school Professional Development Sessions on PDPs to guide staff on expectations in

accordance to the standards and ensuring best practice is occurring across the school.

Staff, Students and the Community completed electronic surveys which focused on Student

Engagement and Enrichment Programs, guiding Professional Learning and school directions in

2016.

Reviewing, updating and drafting of School Policies to streamline school systems and aligning current pedagogy and school practice.




Each staff member will lead their own learning by linking their professional learning plan to the Australian standards and the School plan.

Whole school PL about PDP

Executive set protocols/systems and staff expectations on the use of the standards and school plan when developing their own PDP.

Teachers shared their PDPs with their supervisors which will help guide PL in the future.

Staff to be released from class - Casual costs approx. $400.00 per day

High percentage of parent uptake for new parenting program

Triple P Parenting program trained parents according to their family needs.

Trained parents in positive parenting strategies.

Nil cost to school

Qualitative data on student goal achievement and self-direction

Results from surveys on student engagement and enrichment programs will guide future programs.

Students reflect on their learning through setting learning intentions and using success criteria.

Resources and staff to be released from class – Casual costs approx. $400.00 per day

Strategic Direction 3 Leadership is communicating people’s worth and potential so clearly that they are inspired to see it in

themselves. Dr Stephen R. Covey

Next steps

Leading from Within:

Build student capability to take a pivotal role in personal leadership, with a fundamental belief that every child can be a “leader of their own life, has unique talents and make a positive difference in the world.” This links with PBL and Peer Support Programs.

The school reward system will be further developed through PBL and communicated to parents.

Support staff through PDP process.

Incorporate opportunities for all staff in targeted programs e.g. aspiring leaders

Build the capacity of non-teaching staff: to navigate through targeted programs e.g. LMBR

The development of school policies which will be communicated to the staff and school community

s

Improvement measure (to be achieved over 3

yrs) Strategies

Accreditation Roadmap

Create a clear and concise timeline of events and requirements towards accreditation for: a) Staff pre 2004 b) Staff post 2004

Source information from BOSTES to clarify expectations and deadlines

Communicate and liaise with a contact person, who can assist our enquiries.

Present all information to staff

Evaluation To create and establish an Evaluation of School Programs in line with BOSTES and DoE reforms

Team meeting establishes the requirements as

mandated for all school teaching/learning

programs

List of expectations are contextualised for

BNPS

Streamline the process digitally

Present digital version to staff

Student Wellbeing: PBL Program – whole school implementation

Review current award and discipline policy

Amend policy with a flow chart steps to

achievement

Student Wellbeing: Student Leadership

Team investigate appropriate leadership

programs to support students, K-6 such as

Covey’s The Leader in Me

Integration of leadership skills into the

teaching/learning program

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

In 2015 2% of the student population is of indigenous background

Personalised Learning Plans

Establishment of a positive partnership between teacher, student and parents through the collaboration of learning goals and student learning needs

$450

English language proficiency funding

In 2015, the EAL/D allocation to the school decreased.

The school did not receive the allocation of an English as an Additional Language or Dialect (EAL/D) teacher in 2015. The funding, however, received by the school to support EAL/D students allowed:

The improvement of professional learning for teachers in EAL/D pedagogy through professional learning courses

The improvement in the quality of teaching and learning for EAL/D students by providing additional SLSO in classroom support in classrooms

$5 986

Socio-economic funding

Funding from this allocated area was used to provide support through:

the employment of a speech pathologist one day per week for targeted students

Students were also supported during school excursions by providing additional SLSO support.

$16 032

Low level adjustment for disability funding

This flexible funding was used to:

improve the professional learning programs to address learner diversity in the classroom, supporting teachers in response to students’ additional needs

engage students, parents/carers in the collaborative process when developing individual learning plans.

Improve the effectiveness of student organisation through additional SLSO support

$21 370

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

Gender 2009 2010 2011 2012 2013 2014 2015

Male 237 222 219 224 226 235 247

Female 188 207 224 227 248 259 256

Student attendance profile

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

of of

Positions Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 16

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 1

Teacher of ESL 1

School Counsellor 0.2

School Administrative & Support Staff 4.562

Total 30.582

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

There are no teachers of indigenous background at Bexley North Public School, at this time.

Teacher qualifications

All teaching staff meets the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 45

Professional learning and teacher accreditation

The most significant professional learning in 2015 was centred on the development and implementation of the school’s strategic directions and the Performance and Development Framework. Team members from each strategic direction were responsible for developing and implementing professional learning in targeted areas that were identified by staff. Curriculum development in line with new syllabus documents and wellbeing initiatives were also the focus for 2015. All teachers were involved in the staff development days and the follow-up sessions. Other staff development days focused on refining planning and programming practices and developing scope and sequences to ensure a continuum of learning across the school. Professional learning continued to support teachers in the development of individual educational plans for students requiring additional support or adjustments to learning in the classroom. The Learning and Support Team assisted staff through this process.

Year 2010 2011 2012 2013 2014 2015

K 95.3 95.6 96.2 97.3 96.4 94.8

1 95.5 94.4 94.9 97.2 96.3 95.9

2 95.6 94.7 95.4 97.4 97.0 95.3

3 95.8 96.5 95.5 97.0 97.3 95.7

4 95.6 95.0 96.1 96.6 95.5 95.1

5 97.0 95.5 95.3 96.7 94.3 94.9

6 94.5 97.2 93.7 96.6 95.2 93.9

Total 95.6 95.6 95.4 96.9 96.0 95.1

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

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Student Attendance

Financial information

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

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance

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.

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

The students in Year 3 at BNPS are well above the state DoE (422.4) for Reading.

The students in Year 3 at BNPS are far above the state DoE (413.3) for Spelling.

State DoE

422.4

1 2 3 4 5 6

1 2 14 22 16 25

1.3 2.5 17.5 27.5 20.0 31.3

0.3 3.7 12.1 26.5 20.6 36.9

5.3 6.7 20.4 21.1 18.4 27.9

442.6

School

Year 3 NAPLAN Reading

Average score, 2015

Skill Band Distribution

Number in Bands

Percentage in Bands

School Average 2011-2015

State DoE % in Bands 2015

Band


1 2 3 4 5 6

4 7 5 20 12 32

5.0 8.8 6.3 25.0 15.0 40.0

1.7 4.2 9.0 21.1 18.6 45.4

5.1 8.5 13.6 24.0 19.2 29.6State DoE % in Bands 2015

Percentage in Bands

Number in Bands

Band


State DoE

Average score, 2015 445.4 431.7

School

Year 3 NAPLAN Grammar and Punctuation


1 2 3 4 5 6

1 1 12 13 39 14

1.3 1.3 15.0 16.3 48.8 17.5

0.6 1.7 12.4 18.3 44.8 22.3

2.3 5.1 18.5 23.6 36.3 14.2

Year 3 NAPLAN Writing

School

Average score, 2015 433.0

State DoE

417.1

Band

Number in Bands

Percentage in Bands



Date of financial summary 30/11/2015

Income $

Balance brought forward 173864.86

Global funds 318769.05

Tied funds 175920.01

School & community sources 322334.63

Interest 6510.75

Trust receipts 167076.11

Canteen 0.00

Total income 1164475.41

Expenditure

Teaching & learning

Key learning areas 19153.56

Excursions 53290.89

Extracurricular dissections 137606.22

Library 4336.43

Training & development 9979.56

Tied funds 199439.08

Casual relief teachers 125432.04

Administration & office 110471.75

School-operated canteen 0.00

Utilities 55555.11

Maintenance 32003.50

Trust accounts 104200.51

Capital programs 0.00

Total expenditure 851468.65

Balance carried forward 184179.38

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1 2 3 4 5 6

3 6 7 20 16 28

3.8 7.5 8.8 25.0 20.0 35.0

1.4 4.5 6.8 21.4 24.8 41.1

5.0 10.7 18.9 20.3 19.0 26.1



Average score, 2015 436.6 413.3

Year 3 NAPLAN Spelling

School State DoE


Percentage in Bands

Band

Number in Bands

NAPLAN – Year 3 Numeracy

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

NAPLAN – Year 5 Numeracy

Progress in Literacy

1 2 3 4 5 6

5 9 12 20 14 20

6.3 11.3 15.0 25.0 17.5 25.0

1.7 5.6 17.4 22.8 24.2 28.4

5.5 14.3 22.0 22.9 17.9 17.5

Year 3 NAPLAN Numeracy

Average score, 2015

State DoE

395.9

School

411.2




Percentage in Bands

Number in Bands

Band

3 4 5 6 7 8

1 5 12 18 21 13

1.4 7.1 17.1 25.7 30.0 18.6

2.2 5.9 19.7 26.3 23.4 22.5

5.8 17.3 21.4 20.9 18.7 15.9

Band

Number in Bands

Percentage in Bands




494.3521.3Average score, 2015

Year 5 NAPLAN Reading

State DoESchool

3 4 5 6 7 8

0 4 8 21 22 14

0.0 5.8 11.6 30.4 31.9 20.3

0.6 4.0 15.0 27.4 29.9 23.1

5.7 11.6 20.4 24.3 25.5 12.4

Number in Bands


School State DoE

Average score, 2015 532.6


Band

Year 5 NAPLAN Spelling

501.4

Percentage in Bands



3 4 5 6 7 8

0 2 9 16 23 19

0.0 2.9 13.0 23.2 33.3 27.5

1.9 7.2 12.5 23.4 25.9 29.3

8.2 12.3 23.5 20.7 18.8 16.5

Number in Bands

Percentage in Bands



Year 5 NAPLAN Grammar and Punctuation

Band

Average score, 2015

School

552.0 500.9

State DoE

3 4 5 6 7 8

0 4 21 23 14 7

0.0 5.8 30.4 33.3 20.3 10.1

1.6 6.6 22.6 28.5 20.4 20.4

3.8 17.6 26.0 23.9 15.0 13.6

Band

Number in Bands

Percentage in Bands



493.1508.7

School


Average score, 2015

State DoE

Year 5 NAPLAN Numeracy


3 4 5 6 7 8

1 2 11 19 30 6

1.4 2.9 15.9 27.5 43.5 8.7

0.6 3.4 22.4 26.2 30.8 16.5

7.3 10.2 33.9 29.6 13.4 5.6

Band

School State DoE

524.8

Number in Bands

Percentage in Bands


476.9Average score, 2015


Year 5 NAPLAN Writing

Progress in Numeracy

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

The tri-level membership of the school was invited to participate in the Tell Them From Me surveys.

Unfortunately, we only received 43 responses from the parent and community and while this did not give us a valid sample, we have reported on what these particular responses indicated. Of the students, the entire cohort of Years 4, 5 and 6 were surveyed; all teaching staff participated in the survey.

Areas where respondents felt we did well:

Parents:

Felt welcome when they visit the school

Believed the school supports learning

Knew that the school supports positive behaviour

Students:

81% of students at BNPS had a high sense of belonging

Rated teachers’ Expectations for academic success as 8.9 out of 10 –the NSW norm was 8.6

Felt teachers were responsive to their needs and encouraged independence

Staff:

Believed they establish clear expectations for classroom behaviour

Work with the School Executive to create a safe and orderly school environment and set high expectations

Collaborate with other teachers regarding strategies that increase student engagement

Areas where respondents thought we could develop

Parents identified the following areas:

They could ask about challenges their child might have at school

Felt that behavior issues could be dealt with in a timely manner

Activities could be scheduled at times when they can attend

Students:

35% of students felt challenged in their English and Maths classes and felt confident of their skills in this area

37% of students felt they were subjected to physical, social or verbal bullying or are bullied over the internet

Staff:

Would like the School Executive to observe their teaching

Would like more helpful feedback about their teaching

From these surveys, the school has taken the following directions:

0

100

2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Writing between Year 3 and 5

School State DoE

0

100

200

2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Grammar & Punctuation between Year 3 and 5

School State DoE

0

100

200

2009-2011 2010-2012 2011-2013 2012-2014 2013-2015

Pro

gre

ss

Average progress in Numeracy between Year 3 and 5

School State DoE

Parents:

In 2016, parents will be informed in regards to their child’s behavior issues through the delivery of the yellow slips on the day of issue.

Live streaming will become a feature of events/activities that are held during school hours

Students:

The implementation of learning intentions and success criteria, across K-6, will enable students to have a clear understanding of what teachers expect and how they will achieve their learning goals, increasing their confidence.

Explicit teaching of social skills with a K-6 focus on anti-bullying program

Staff:

School Executive participate in professional learning courses to up skill them on Classroom Observations and Effective Feedback

All staff to participate in informal and formal classroom observations

Use of the front playground for K-1 during second half lunch allowed for safer, focused interaction.

Policy Requirements

Aboriginal Education

Bexley North Public School has continued to maintain a strong commitment to supporting Aboriginal students and embedding indigenous perspectives across the curriculum in 2015.

Staff provides students with experiences to develop a deep understanding and knowledge of Aboriginal culture.

As a sign of respect, students commence assemblies with the traditional Acknowledgement of Country. Our National Anthem while sung in English, uses the didgeridoo as the accompaniment, and is sung by the entire school community every Monday morning.

History, Creative and Performing Arts and Science and Technology units allowed for the study, celebration, appreciation and understanding of Australian Aboriginal culture.

Multicultural Education and Anti-racism

Bexley North Public School is committed to ensuring all students are aware of the diverse, multicultural nature of our society and are able to show empathy and understanding towards others. Multicultural perspectives

are incorporated across a range of learning programs, particularly in Literature and History.

The students are encouraged to express and share their individual cultural heritage within a cohesive and harmonious school with a commitment to the basic structures and values of Australian Democracy.

Over 70% of students have a parent or grandparent who was born overseas, although almost all students have been born in Australia.

The school has maintained a focus on Multicultural Education in all areas of the curriculum by providing programs which develop the knowledge, skills and attitudes required for a culturally diverse society.

This year saw a decrease in the school’s allocation of English as a Second Language (EAL/D), by three teaching days. The impact on all aspects of literacy has been profound. Despite this, teachers continued to target first phase and second phase learners of English to support small groups of identified students from each grade to develop their reading and writing skills in English. Equity funding has been used to compensate.

The school Anti-Racism Officer (ARCO) reported a small number of incidents with all being appropriately handled, using Restorative Practice.

Harmony Day was celebrated with the wearing of orange and with the Parliamentarians addressing the values of acceptance and inclusivity through their Parliament assembly.

All students learn Italian as part of the Community Languages Program.

bexley north public school annual report · bexley north public school is a pp2 school situated in...

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