Burraneer Bay Public School Annual Report

2018

4259

Page 1 of 18 Burraneer Bay Public School 4259 (2018) Printed on: 7 May, 2019

Introduction

The Annual Report for 2018 is provided to the community of Burraneer Bay Public School as an account of the school's operations and achievements throughout the year.It provides a detailed 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.

Ms.Victoria Pantelis, Principal

School contact details

Burraneer Bay Public School 161-165 Burraneer Bay Rd Cronulla, 2230 www.burraneerb-p.schools.nsw.edu.au [email protected] 9523 4869

Message from the Principal

Happy 125th Anniversary Burraneer Bay Public School! The school has travelled on a wonderful journey for the past 125 years and will continue to do so in years to come, with the ongoing focus of providing quality education in a caring environment.

This special celebration provided us with an opportunity to reflect on the past and to see how far we have come. To think that in 1893 Burraneer Bay Public School had an average attendance of 12–20 students and in 2018 it has an enrolment of 620 students. To accommodate the growth in student population, buildings were upgraded with the recent addition of a STEAM room. The STEAM room is our technology hub where all the students are engaged in rich learning experiences. It houses our technological devices, including a range of robotics equipment. It is a place where students attend lunchtime coding clubs, create and produce films, as well as other media productions. I can only imagine that this will seem quite prehistoric to those reading this in the distant future.

I feel very proud to be Principal at this school. It is an exciting time where as a school community we developed a new strategic plan for the next three years that is relevant to the changing needs of society and one that will best equip our students for their future.

Our strong values focus provides everyone with a common language. Students recognise the importance of demonstrating our school values: Integrity, Responsibility, Respect, Personal Best, Fairness and Friendliness. Visitors and staff often commend the students for their demonstration of these values.

There are so many varied and exciting opportunities offered to the students at our school to enhance their academic performance – debating, public speaking, genius hour activities and university competitions. Our achievements in the sporting field continue to be outstanding. Students are offered a wide variety of sporting activities in which to participate at both the PSSA and school level. Our sensational dance groups participate in a variety of performances including the Schools Spectacular and the Eisteddfod, with two of our dance groups winning the Sydney Eisteddfod in 2018. The school has progressed from three to currently eleven dance groups. Our students also participate in Band and Choir. Our Kindergarten –Year 6 "Buddy Program" provides a great foundation for student leadership. We have continued to implement a number of programs in this area to develop student leadership – Peer Mediation, Peer Support and Future Leaders in Sport.

The Parent and Citizens Association, led by a dynamic executive team, are a wonderful asset to our school. Thank you to the sub committees and volunteers for your continued efforts throughout the school. Your contribution is what helps make our school so great.

Warmest Regards,

Ms.Victoria Pantelis, Principal.

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School background

School vision statement

At Burraneer Bay Public School our vision is that we are leaders in learning. A culture of distributed leadership promoting effective teaching practices and ongoing improvement for learning where respectful relationships exist amongst all members of the school community.

School context

Burraneer Bay Public School is a large school located in the . It has a welcoming and friendly community with a dedicated and caring staff. It has a reputation for excellence across a relevant and balanced curriculum. The school is committed to providing a caring and quality learning environment where all students are encouraged to strive to achieve their personal best. The school has a strong emphasis on extra– curricular activities, especially in the performing arts and sport.

The school has a proud and supportive community. It is well supported by the Parents and Citizens Association, who contribute significant funding to many learning programs that operate within the school.

The Parents and Citizens Association works together with the staff to ensure a supportive learning environment for all students. The school provides a caring environment that emphasizes a strong set of values that are integrated into all aspects of school life and the wider community. Positive welfare programs are a feature of the school with students, staff and community working together to promote relationships that are based on collaboration and mutual respect.

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 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.

In the Domain of Learning, we are sustaining and growing across the elements. This has been as a result of significant projects in mathematics and curriculum and a demonstrated commitment within the school that students make learning progress. Whole school scope and sequences and units of work for each stage in History, Geography and Science and Technology have been developed to meet the changing requirements of the students. Technology is embedded across all learning areas and is effectively used to enhance learning. The school's curriculum provision supports high expectations for student learning. Stage 3 students engaged in a learning alliance with High School that enhanced their understanding of Science. Positive and respectful relationships are evident and widespread among students and staff and promote student well being to ensure effective conditions for learning. In the Domain of Teaching, there has been a strengthening of all elements at sustaining and growing. BBPS staff continue to show strong commitment to improving teaching practice and student outcomes. Teachers collaborate across stages to share curriculum knowledge, data, feedback and other information about student progress and achievement. Staff engaged in professional learning in Formative Assessment practices and improved their understanding of the difference between formative and summative assessment and the benefits of implementing formative assessment techniques in their classrooms. This included negotiated observations of classroom teaching practice, with feedback, to improve professional knowledge and practice. Within the Leading Domain, the school is sustaining and growing in all elements. Community Engagement has been a key focus of Educational leadership. Our 125 Year Anniversary celebrations positively promoted the school as a cohesive educational community. Staff were actively involved in developing effective communication systems that promoted collaborative partnerships and encouraged community involvement. Parents and community members were engaged in a range of school related activities which helped to define the school as a centre of excellence. School Planning, Implementation and Reporting has also been a priority. The leadership team actively supports change that leads to improvement and as a result we have developed a culture of distributed leadership to enhance management practices and processes. This has been supported by increased leadership opportunities throughout the school. Staff have been actively involved in the development and implementation of the school plan. They are committed to and can articulate the purpose of each strategic direction. The effective implementation of the school plan has occurred through clear processes and accompanying timelines and milestones. Future directions in this domain include strengthening instructional leadership with a focus on delivering quality teaching and analysing classroom practice.Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery 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

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Strategic Direction 1

Engaged and successful learners

Purpose

To develop student learning outcomes by delivering quality learning programs across the curriculum to create successful lifelong learners.

Overall summary of progress

BBPS staff continue to show strong commitment to improving teaching practice and students' outcomes. A baseline in home reading was established across 3–6 to obtain a clear and accurate analysis of student progress and achievement. Lexiles provided us with data on an individual, class, grade and whole school level. The data generated by Lexile testing will continue to be used to inform planning and cater for student needs. "Sizzling Starts" – a component of Seven Steps of Writing was trialled throughout the whole school and has had a positive impact on student writing. The program will be implemented in 2019 to further develop consistency across the school and improve our NAPLAN results.

Staff completed the Mathematics Building Blocks for Numeracy (mbb4n) course in Semester 1. They participated in a whole school reflection and evaluation session, where grades reviewed their mathematics program. All grades stated that they are using the K–6 mathematics scope and sequence of key ideas. Teachers identified the strengths of their program as well as areas to modify/improve in 2019. The teachers reported heightened interest in completing professional readings and applying research findings in their classrooms.

The school has completed the implementation of the NSW Science and Technology, Geography and History syllabuses with scope and sequences and units of work developed. This has enabled us to reflect on our current teaching practice and has resulted in greater consistency across the school through increased collaboration and deeper knowledge of how to program and prepare engaging units of work and rich assessment tasks. Our scope and sequences have been shared across a community of schools.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

A high proportion of students Literacy and Numeracy In 2018, we established a baseline in home reading demonstrating growth in Lexile ($20000) across 3–6 to obtain a clear and accurate analysis levels. Implementation of a of student progress and achievement. Lexiles successful and well balanced Seven Steps of Writing provided us with data on an individual, class, grade writing program. Increased Additional resources and whole school level. The average lexile was proportion of students achieving 669. The average lexile growth throughout the year in the top two bands in NAPLAN was 10 L. The average quiz score was 66% with in literacy. the quiz pass rate 58%. 18% (68) of the students tested were advanced, 47% (183) of the students tested were proficient, 22% (84) of the students were basic and 13% (52) were below basic. The data generated by Lexile testing will continue to be used to inform planning and cater for students' needs.

Staff feedback indicated that "Sizzling Starts" had positively impacted on student writing. The Seven Steps of Writing program will be implemented in 2019 to further develop consistency across the school and improve our NAPLAN results.

Implementation of a whole school Literacy and Numeracy Staff completed the Mathematics Building Blocks approach to teaching ($20000) for Numeracy (mbb4n) course in Semester 1. This mathematics to optimise the developed staff confidence and heightened staff learning progress of all students. $5000 Mathematics awareness of the need to change pedagogical Increased proportion of students Resources practice and program effectively to cater for achieving in the top two bands in individual student needs. NAPLAN in numeracy. Staff participated in a whole school reflection and

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Implementation of a whole school evaluation session, where grades reviewed their approach to teaching mathematics program. All grades stated that they mathematics to optimise the are using the K–6 mathematics scope and learning progress of all students. sequence of key ideas as a foundation for their Increased proportion of students programming. At grade levels teachers achieving in the top two bands in collaboratively planned and programmed their NAPLAN in numeracy. mathematics scope and sequence and accompanying units of work. Staff identified the strengths of their program as well as areas to modify and improve in 2019. Staff completed a survey of future learning, where they prioritised interests and needs for professional learning. This survey will be a future focus to guide the milestones and goals of the 2019 numeracy project. Staff identified student engagement, differentiation, assessment and the National Numeracy Progression (NNP) as areas for future focus.

100% of teachers collaboratively Curriculum Resources Staff have implemented and reviewed the History, planning, programming, and Geography and Science & Technology curriculum reflecting on teaching practice to $2000 to establish a thorough understanding of expected ensure that students are actively student progression in knowledge, understanding engaged in History, Geography and skill, as well as the assessments that measure and Science and Technology these. They have developed scope and sequences activities based on the Australian that provide high expectations for all students within Curriculum. each of these key learning areas.

All teachers reported improved knowledge and confidence in implementing the Australian curriculum. Collaborative planning of units across grades has resulted in constructive professional dialogue, refinement of learning sequences and the development of effective teaching strategies.

Teachers have differentiated curriculum delivery and provided a range of learning experiences to meet the needs of students at different levels of achievement, including adjustments to support learning or increase challenge. Students were engaged in activities that were designed to challenge their thinking; acquire, process and communicate information and to work collaboratively with others. This inquiry based approach has encouraged students to articulate their ideas and to become critical and creative in their thinking.

Next Steps

An Instructional Leader will be engaged to support teachers in the areas of writing and numeracy. We will continue to use Lexile levels for home reading. The data generated by Lexile testing will continue to be used to inform planning and cater for student needs. The Seven Steps of Writing program will be implemented in 2019 to improve writing, to develop consistency across the school and to improve our NAPLAN results. Staff identified student engagement, differentiation, assessment and the National Numeracy Progression (NNP) as areas for future focus. We will support teachers in the implementation of the new PD/H/PE syllabus and formulate a scope and sequence in this area to establish a thorough understanding of expected student progression in knowledge, understanding and skills, as well as the assessments that measure these.

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Strategic Direction 2

High expectations in quality teaching practices

Purpose

To develop the knowledge, skills and innovative practices of teachers to implement formative assessment practices, develop positive partnerships and create future focused learners.

Overall summary of progress

Staff participated in professional learning sessions on Formative Assessment that were based on the research and work of Dylan Wiliam. The sessions included references to his books and video clips and highlighted the importance of using formative assessment strategies as a basis to improve the learning outcomes of all students. Staff improved their understanding of the difference between formative and summative assessment and the benefits of implementing formative assessment techniques in their classrooms. The teachers trialled a variety of strategies that could be used to gather information and provide explicit feedback based on learning intentions. Staff participated in classroom observations in Terms 2 and 4, shared their experiences and critically reflected on their practice. Participation in the Positive Partnerships Program highlighted the importance of schools working with parents to help support students' needs. Many teachers indicated that the matrix that was developed would be a useful tool to help guide them in supporting students. Staff became aware of certain areas required for development for students on the autism spectrum in order to gain their confidence in catering for the students' needs. The SAS Program was implemented as a result of the Positive Partnership initiative. The students who participated in the program improved their social skills and their interaction and communication with others. The Future Focused Learning Project improved teacher capacity to teach Critical and Creative Thinking skills and to successfully integrate STEM based lessons into the classrooms. 'Genius Hour' was implemented across Years 3–6 to encourage students to think critically and creatively while students from Kindergarten to Year 2 focussed on STEM activities. Staff sharing of programming ideas, resources and a demonstration of robotics equipment had a positive impact on staff confidence.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

100% of staff successfully Teacher resources – Throughout 2018, staff developed an understanding embedding formative assessment Formative Assessment of the difference between Formative and strategies and participating in Class Tool Kits. Summative assessment, and the benefits of classroom observations to • Global Funding implementing Formative Assessment techniques in improve teacher practice. ($2500.00) their classrooms. Survey results indicate that 100% of teachers have improved their formative assessment knowledge, skills, understanding and use. They are using a range of strategies to implement effective formative assessment in their classrooms. Feedback suggests that Formative Assessment is now being used flexibly and responsively as an integral part of daily classroom instruction. Teachers trialled a variety of techniques for gathering and giving feedback. They became particularly comfortable with implementing "Two stars and a Wish"; using paddle pop sticks for questioning; exit slips; thumbs up, thumbs down; traffic lights; mini whiteboards and the use of ABCD cards for answering questions.

Classroom observations provided evidence of practice and need to be continued. Teaching programs will reflect that teachers are using EFA to reflect on current practice and to guide future learning.

Staff have an improved As a result of the school's participation in the understanding of the learning Positive Partnerships Project, a system was needs of students diagnosed with developed where by data was collected for

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Autism Spectrum Disorder and transference to 2019 teachers as part of the use this knowledge to create transition process. Information was collated from a effective individualised education number of sources including staff, Learning Support plans. Team and parents. Results from a staff survey given after a workshop, indicated that staff awareness and knowledge of teaching students with Autism had improved. Staff indicated that they value using and applying the matrix as a tool to support and cater for students' needs. They discussed activities and implemented strategies to support students with Autism both in the classroom and playground. Future focus will be on further supporting staff in this area.

The SAS Program was introduced as a result of the Positive Partnership initiative. Two staff members were trained in this program. They implemented this comprehensive program throughout the year to students whose needs were identified. They provided ongoing support and communication to staff and families. The eight students who participated in this program showed improved confidence. They were more willing to interact and communicate with others. The social skills they learnt were more evident in the classroom and playground. Parent feedback and support for the program was very positive.

Teachers will develop their The main focus of the Future Focused Learning knowledge of the creative and Project in 2018 was to improve teacher capacity to critical thinking capabilities in teach Critical and Creative Thinking skills and to Australian curriculum syllabus successfully integrate STEM based lessons into the documents to successfully classroom. An initial staff survey assessed the integrate STEM based lessons staff's capacity to effectively teach critical & creative into the classrooms to encourage thinking (CCT). It also outlined staff experience and students to think critically and interest in implementing a 'Genius Hour' program. A creatively. number of PL opportunities were provided to staff throughout the year as well as the provision of teacher programming ideas, resources and demonstration of robotics equipment. As a result of this project staff have explored and trialed new ideas, improved their understanding and use of STEM strategies, inquiry based learning and digital technologies and embraced new practices in their classrooms. Sourcing resources that encourage Critical and Creative Thinking will be a focus in 2019 to support staff to successfully implement this initiative across the school. Critical and Creative thinking 'brain crunchers' will be issued to staff to implement in their classroom The DoE STEMShare program will be utilised by staff in 2019.

Next Steps

In 2019 we will continue to encourage and support teachers to embed effective Formative Assessment strategies and practices into classroom teaching and learning programs. Teachers' programs will reflect the use of Formative Assessment strategies and show evidence of differentiation as a result of using these practices.

Sourcing resources that encourage Critical and Creative Thinking will be a focus in 2019 to support staff to successfully implement this initiative across the school. Critical and Creative thinking 'brain crunchers' will be issued to staff to implement in their classroom. Meaningful learning opportunities will support creative and critical thinking, teamwork and problem solving. The DoE STEM Share program will be utilised by staff in 2019.

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Strategic Direction 3

Effective communication and positive connections

Purpose

To engage staff in a whole school approach to developing positive communication that encourages community engagement, collaborative partnerships and respectful relationships across the school community to promote a productive learning environment for all stakeholders.

Building leadership capacity by demonstrating innovative and quality leadership practices.

Overall summary of progress

Our 125 Year Anniversary celebrations positively promoted the school as a cohesive educational community. Staff were actively involved in developing effective communication systems that promoted collaborative partnerships and encouraged community involvement. Parents and community members were engaged in a range of school related activities which helped to define the school as a centre of excellence.

The participation in the community of schools' workshops increased the awareness of staff in the important role of having a growth mindset. The Wellbeing Team introduced several activities to implement evidence–based change to whole school practices. Results from a staff survey indicated that staff have valued these opportunities which have resulted in measurable improvements in wellbeing and engagement to support learning.

Staff have used evidence based strategies to successfully monitor improvement of school based programs and initiatives. The leadership team analysed student progress and achievement data in order to gain insight into student learning. All teachers have contributed to the gathering and analysis of data, as well as discussion of results. The ongoing collection of data and its evaluation will be used to inform future directions.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Strengthen community • Teacher Professional Improved communication aimed at fostering engagement by implementing Learning ($5000.00) community engagement continued to be a key initiatives that will improve • Global Funding focus throughout the year. The 125 Year communication and help build the ($3000.00) Anniversary Celebrations and Education Day school as a cohesive educational activities were strongly supported by staff, students community. and the community. Parents and community members engaged in a range of school related activities which helped to build the school as a cohesive educational community.

The school regularly solicits and addresses feedback on school performance from students, staff, parents and the broader community. Parents requested regular reminders and updates and have reacted positively to Facebook updates, weekly newsletters and SchoolEnews alerts.

Feedback from parents who attended P&C meetings indicated that communication was an area in which the school had greatly improved.They felt that we were building a positive school culture and a strong sense of connectedness. Whole school assemblies held at the end of each term where student achievement is celebrated and recognised, witnessed high levels of community engagement.

An email system was introduced to monitor Student Attendance.

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Strengthen community The school image is still a priority and is being engagement by implementing reviewed. initiatives that will improve communication and help build the school as a cohesive educational community.

Promote school values and white The participation in the community of schools' ribbon practices that develop workshops increased the awareness of staff in the respectful relationships. important role of having a growth mindset. As a result of this, the school is planning to include a program based on growth mindset in the 2019 school milestones. To further develop school culture, the Wellbeing Team introduced several activities throughout the year to implement evidence–based change to whole school practices. Results from a staff survey indicated that staff have valued these opportunities which have resulted in measurable improvements in wellbeing and engagement to support learning.

Implementation of an effective The leadership team actively supports change that system within the school for the leads to improvement. The school has implemented collection of data on student a system to ensure ongoing collection of data and learning needs, that allows for its evaluation to inform future directions. The ongoing evaluation for school leadership team has analysed student progress and improvement achievement data in order to gain insights into student learning. All teachers have contributed to the gathering and analysis of data, as well as discussion of results.

Teachers have reviewed assessment data and compared results from external assessments such as NAPLAN with internal measures. This has resulted in a consistent and comparable judgement of student learning across each grade.

The leadership team has established professional learning communities which have successfully focussed on the continuous improvement of teaching and learning.

The analysis of data has determined the milestones that have been developed for 2019.

Next Steps

We will continue to be actively involved in developing positive communication systems that promote collaborative partnerships and promote community involvement. Parents and community members will continue to have the opportunity to engage in a range of school related activities which help build the school as a cohesive educational community.

Growth Mindset has been identified as a focus in 2019 following participation in the Three Rivers Project. This will involve a leadership team professionally developing staff and providing them with opportunities to collaboratively plan a Growth Mindset program. We will continue to focus on creating an effective environment for learning by promoting student well being and using a coordinated approach to explicitly address our school values and white ribbon ethos.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Additional support time to Aboriginal students have excellent attendance be allocated to support and are well supported by our school Aboriginal students in programs. Aboriginal students are achieving literacy. at the same level as their peers.

• Aboriginal background Survey of teachers with students identified loading ($6 162.00) with Aboriginal background indicate a high percentage of goals achieved throughout the year.

English language proficiency Students who have The learning needs of students were additional needs in learning assessed by the EAL/D teacher and progress English will receive targeted tracked using the ESL scales and the EAL/D support from a specialist phases demonstrating that students have teacher two days per week. made progress across the year. Improved assessment results in literacy for identified • English language students reflects growth. proficiency ($40 061.00)

Low level adjustment for disability School learning support School learning support officers (SLSOs) officers (SLSOs) were were employed to support students with employed to support additional needs in the classrooms and on the students. Regular meetings playground who do not have targeted funding. to be held with various Teachers were supported through the stakeholders. Access Learning and Support Team for students who Requests will be formulated were referred. as required. Learning and Support Team reviewed Support for various services procedures continually to ensure student provided by the Department needs were met. of Education will be accessed as required.

• Low level adjustment for disability ($99 057.00)

Quality Teaching, Successful Executive staff allocated Staff received support to engage in classroom Students (QTSS) additional release to observations, develop PDP goals and work support staff and build with supervising teacher to review progress. capacity. Executive staff developed programming overviews to support staff and improve • Quality Teaching, collaborative planning of content that needed Successful Students to be covered in all grades. (QTSS) ($112 026.00)

Socio–economic background The school will support We purchased additional resources (books, students and families stationery supplies) to support student through targeted learning learning. We provided funding for school programs and provide excursions, incursions and camps to ensure financial support to ensure equity and inclusion. We supplied school equity and inclusion. uniforms and lunches for students as needed and provided additional support in the • Socio–economic classrooms. background ($13 167.00)

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Student information about the attendance of a student, parents are contacted and strategies are put in place to address concerns and improve attendance. This can include a Student enrolment profile letter home, a meeting with parents or a referral to the Home School Liaison Officer. In 2018 the school Enrolments continued using electronic roll marking to assist with the accurate collection and analysis of attendance data. Students 2015 2016 2017 2018 The school also introduced a system that encourages Boys 347 329 326 314 parents to message the school if their son/daughter is absent and where emails are sent to parents if their Girls 332 315 310 302 child is absent on the day.

Workforce information Student enrolments at Burraneer Bay Public School fell slightly in 2018. 24 classes were formed and enrolments in Kindergarten remained consistent with Workforce composition recent trends. A number of families moved out of the area as house prices rapidly increased. Position FTE* Principal(s) 1 Student attendance profile Deputy Principal(s) 1 School Assistant Principal(s) 4 Year 2015 2016 2017 2018 Classroom Teacher(s) 23.17 K 96.2 95.6 95.2 96 Learning and Support Teacher(s) 0.6 1 95.1 95.1 94.6 94.6 Teacher Librarian 1.2 2 95.6 95.6 95.4 94.9 School Counsellor 1 3 96.1 94.6 95.2 94.4 School Administration and Support 4.06 Staff 4 95.2 95.1 94.9 94.9 5 95.8 94.6 94.5 93.5 *Full Time Equivalent 6 94.3 94 93.7 94.1 All Years 95.5 94.9 94.8 94.6 Burraneer Bay Public School has a stable staff of permanent teachers supplemented by high quality State DoE temporary staff filling vacancies. Ms. Victoria Pantelis is Year 2015 2016 2017 2018 the School Principal and Mrs Yvonne Moss is the Deputy Principal. K 94.4 94.4 94.4 93.8 The Australian Education Regulation 2014, requires 1 93.8 93.9 93.8 93.4 schools to report on Aboriginal Composition of their 2 94 94.1 94 93.5 workforce. In 2018 one member of the teaching staff identifies as Aboriginal. 3 94.1 94.2 94.1 93.6 4 94 93.9 93.9 93.4 Teacher qualifications 5 94 93.9 93.8 93.2 All teaching staff meet the professional requirements 6 93.5 93.4 93.3 92.5 for teaching in NSW public schools. All Years 94 94 93.9 93.4

Teacher qualifications

Management of non-attendance Qualifications % of staff

The 2018 student attendance figures were above the Undergraduate degree or diploma 65 state average. Attendance is monitored closely with all Postgraduate degree 35 staff actively involved and encouraged to maintain accurate and current records. Student absences are addressed immediately and referred to the Deputy Principal/Principal and Learning Support Team if there is a concern. All student absences are required to be explained by parents. Where the school is concerned

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Financial information Professional learning and teacher accreditation

In 2018, the school spent $55675 on Professional Financial summary Learning for staff. Four teachers gained accreditation at The information provided in the financial summary Proficient and no teachers gained accreditation at includes reporting from 1 January 2018 to 31 Highly Accomplished or Lead career stages of the December 2018. Australian Professional Standards for Teachers.

All staff participated in the mandatory training requirements that target student/staff health and 2018 Actual ($) wellbeing especially those that centre on Workplace Opening Balance 548,532 Health and Safety. These include Anaphylaxis, Emergency Care, First Aid/CPR, Asthma Awareness Revenue 5,563,753 and Keep Them Safe (Child Protection) training. Staff have actively participated in scheduled emergency Appropriation 4,816,609 evacuation drills and lockdowns. Sale of Goods and Services 5,297

Staff identified areas for personal professional learning Grants and Contributions 731,720 through their Performance and Development Plans and opportunities were provided to meet these needs. All Gain and Loss 0 staff participated in Formative Assessment classroom Other Revenue 0 observations to provide feedback and evaluate strategies. School Development Days consisted of Investment Income 10,127 professional learning sessions based on Child Protection, CPR, Code of Conduct, Anaphylaxis, Expenses -5,329,161 Student Profiles, Grade Planning, Teaching Numeracy Recurrent Expenses -5,329,161 (Building Blocks for Numeracy), Asthma Awareness, STEMS, Embedded Formative Assessment, Wellbeing, Employee Related -4,347,208 Anti–Bullying and Excursion policies. Operating Expenses -981,953 Professional learning sessions held throughout the year Capital Expenses 0 included Critical and Creative Thinking skills, Leadership course through a community of schools' Employee Related 0 initiative, Reading, Principal Flourish program, Information Computer Technologies seminars, Seven Operating Expenses 0 Steps of Writing, early career teachers' support, SURPLUS / DEFICIT FOR THE 234,592 History, Geography, Interpreting NAPLAN results for YEAR future planning, Dyslexia and Growth Mindset. Balance Carried Forward 783,123

The school's finances are managed by a finance committee that is made up of the Principal, Deputy Principal and the School Administrative Manager. The finance committee meets to set the school's budget based on whole school needs and strategic priorities. Income and expenditure are monitored on a regular basis by the Principal and the School Administrative Manager.

The school planned several projects for 2018 to improve the physical nature of the school including improvements to classroom furnishing. The school is in the process of updating interactive whiteboards in classrooms, as well as saving for an upgrade of the grass oval and an outdoor learning space.

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Programs targeting specific areas of literacy have Financial summary equity funding resulted in our students demonstrating good understanding across most areas. The equity funding data is the main component of the 'Appropriation' section of the financial summary above. In Reading 70.0% of our Year 3 students were in the top 2 bands compared with 51.6% of the state. 72.5% of Year 3 students were in the top 2 bands in Grammar and Punctuation compared with 48.0% of the state. In 2018 Actual ($) Year 3 Writing, 65.0% of our students were in the top 2 Base Total 4,087,787 bands compared with 45.1% of the state. In Year 3 Spelling, 70.0% of our students were in the top 2 bands Base Per Capita 122,983 compared with 50.2% of the state.

Base Location 0 Year 5 NAPLAN results in Reading showed that 47.1% Other Base 3,964,804 of students were in the top 2 bands compared with 36.3% of the state. In Year 5 Grammar and Equity Total 158,447 Punctuation, 44.8% of our students were in the top 2 bands compared with 34.8% of the state. In Writing Equity Aboriginal 6,162 19.5 % of Year 5 students were in the top 2 bands Equity Socio economic 13,167 compared with 14.9% of the state. In Spelling 46.0 % of Year 5 students were in the top 2 bands compared with Equity Language 40,061 35.8% of the state. Equity Disability 99,057 Targeted Total 135,849 Other Total 221,675 Grand Total 4,603,757

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

A full copy of the school's 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 and 5 literacy and numeracy assessments are reported on a scale from Band 1 to Band 6 (Year 3) and from Band 3 to Band 8 (Year 5). The achievement scale represents the increasing levels of skills and understandings demonstrated in these assessments.

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

Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should take into consideration the different test formats and are discouraged during these transition years.

The 2018 NAPLAN results for Burraneer Bay were strong and demonstrated growth in student learning.

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The NAPLAN results for Burraneer Bay were strong and demonstrated growth in student learning. Programs targeting specific areas of numeracy have resulted in our students demonstrating good understanding across most areas. In Numeracy 48.8% of our Year 3 students were in the top 2 bands compared with 40.8% of the state. Year 5 NAPLAN results in Numeracy showed that 41.9% of students were in the top 2 bands compared with 30.2% of the state.

Growth trend data indicated that 60.2% of Year 5 students showed greater than or expected growth in writing from Year 3 to Year 5 . The performance of students in Year 5 in reading and writing shows that they are performing at the state average.

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2 bands is 51.66% across both areas. It was particularly high in Year 3 Reading indicating an average of 70% for the top 2 bands for this cohort.

The My School website provides detailed information and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access the school data.>

The average % NAPLAN Reading and Numeracy results in the top

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Parent/caregiver, student, teacher satisfaction

Achievements in 2018

* Library upgrade – such a wonderful asset for our school

* Steam room initiatives – an outstanding learning space

* All students demonstrate enthusiasm and engagement over these learning environments Policy requirements

* Morale of staff is exciting – positive, respectful relationships Aboriginal education Throughout 2018, Burraneer Bay expanded its * School values give all students a common language Aboriginal Education strategy to facilitate quality teaching and learning experiences aimed at building * Enthusiasm, commitment, team work and shared upon whole school appreciation and respect for responsibility demonstrated by all staff Aboriginal heritage and culture. Activities included celebration of NAIDOC week and the heightened * Kindergarten Orientation and Buddy Program reflect awareness of Aboriginal culture through History and outstanding practice. Geography units. The Snakeman, with his show entitled 'Snake Tales' provided the students in our school with a * Strong community support for school initiatives clear appreciation of the contrasts between coastal and desert Aboriginal lifestyles. The students experienced * Genuine commitment to our school by P&C an informative, hands on reptile show that was linked to our HSIE curriculum. * P&C are an amazing team – supportive, engaged and effective The achievements of our Aboriginal students were recognised in a variety of ways. The Yarn Up Public * The school has a strong community spirit with positive Speaking involved a two day workshop and a one day relationships existing at all levels speech ceremony at Old Parliament House. The program was open to students in Stage 3 and two * A wealth of opportunities offered to all students at the students from Burraneer Bay Public School participated school particularly in the areas of Sport, Creative Arts, in this special event. There was noticeable Technology and Leadership improvement in the quality and confidence of the speeches delivered. Stage 3 students also participated * The school is strong particularly in areas such as in a two day dance workshop at The Sydney Theatre dance Company.

* Student leadership is evident. Peer Mediation and Throughout Term 3, funding was used to provide Peer Support are great programs that build positive Aboriginal students with additional support in an area relationships nominated by classroom teachers. Teacher feedback on the improvements shown and the high levels of * Communication has improved greatly. engagement was also positive. Support was also provided to Aboriginal students to assist them to * School Image – Positive improvements in terms of achieve their goals as outlined in their Personalised facilities, school uniform and school logo Learning Plans.

How can we improve? The Deadly Kids Doing Well Award recognizes the efforts and achievements of Aboriginal students. One of * Remind all parents that we are partners in quality our Year 6 students was nominated to receive this education – Responsibility of parents to read all award for her enthusiasm, persistence and correspondence from the school. improvement in mathematics.

* Monitoring Facebook closely In Term 4, two of our year 6 students were provided with the free Kari transition to High School back packs * Staff to use the Merit System and to give out Star to assist with the cost of stationary supplies. The cards more consistently students also attended an inaugural 'One Mob Day' held at Endeavour High School and participated in fun * Offer a language class cultural activities along with approximately 200 other Aboriginal students from the local area.

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participated in the Debating Competition.

The Creative Arts Camp was an outstanding success. 105 students attended the camp. Students participated in workshops in Dance, Band, Choir, Information Technologies and Visual Art. Their efforts culminated in a concert for parents that was an outstanding success and received very positive reviews.

The Junior and Senior Choirs performed in the Sutherland Shire Music Festival and at the 125 Year anniversary celebrations. Dance Sport continued to be a great initiative for Year 5 in 2018. It brought the whole grade together and reinforced our school values of respect, responsibility and personal best.

Multicultural and anti-racism education Dance continued to be very popular with all students. Eleven dance groups made up of students from Years To foster harmony and tolerance, multicultural 2–6 were formed in 2018, three of which were all boys education is embedded in all curriculum areas and groups. Every group performed at a high standard at school activities. The aim of our English as an two outside performances and Extension Dance Additional Language program is to develop students' performed at their 10th Schools Spectacular. The language proficiency and educational outcomes. The Creative Arts Night in Term 4, featured two bands, focus is on the explicit teaching of oral and written three choirs and all eleven dance groups. language skills required to meet the language demands of the curriculum and to build self–esteem by promoting All students from kindergarten to Year 6 participated in cultural diversity and tolerance through an inclusive an outstanding visual arts program called Raw Art. The curriculum. students participated in two lessons led by talented artists. Many of our students continue to study in their home languages. Culturally inclusive practices and anti–racist We are proud of the many and varied opportunities values are an inherent part of our learning programs offered to the students at Burraneer Bay Public School. and are strongly promoted through the school's Harmony Day celebrations where the entire school community comes together to acknowledge and celebrate diversity.

The school has an appointed Anti–Racism Contact Officer who facilitates communication and resolves any concerns related to racism in a supportive and proactive manner.

Other school programs

A strong sense of pride enveloped the school community as Burraneer Bay celebrated its 125th Anniversary. A combined K–6 Assembly, an Anniversary concert "Music across the Decades" that highlighted the 125 years and featured every student in the school, a Gala Dinner, a Fete Day and a special edition of the 2019 Year Book were all strongly supported by the community.

A wide range of extra curricular activities continued to be offered to the Burraneer Bay students throughout 2018. These activities were strongly supported by the community. Yule Music implemented Band Day, allowing all students in the Senior and Junior bands to take part in band practice and tutorials on a Monday. This change was praised by the school community and took the band to a new level.

Burraneer Bay Public School hosted the Area Public Speaking Competition and a Year 5 student won the Zone Stage 3 Multicultural Public Speaking Competition. Stage 3 students also

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