Burraneer Bay Public School 2019 Annual Report
4259
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Introduction
The Annual Report for 2019 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.
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
Principal's Message
2019 has been an exciting year for Burraneer Bay Public School with so much to celebrate. We reflect on the many wonderful opportunities our students have participated in that have made it indeed a productive and enjoyable year.
I am the very proud Principal of Burraneer Bay and appreciate all that the school offers. The friendliness of its students, the dedication of the staff and the commitment of the parents all contribute to strong sense of community you feel when you enter the school. Our celebrations held throughout the year are a true reflection of that.
We hold close to our hearts the Burraneer Bay School's values of integrity, responsibility, respect, personal best, fairness and friendliness. These values are the platform from which many of our students are acknowledged for their dedicated efforts, outstanding contributions and high level of participation in all key learning areas. I would like to congratulate all of the students at Burraneer Bay for their commitment to their work and for all that they have achieved this year.
Burraneer Bay School has made outstanding academic progress and we have continued to excel in the cultural arts and sporting fields. We are conscious of equipping the students with skills that they will require in their future and with that in mind we have invested a lot of our resources into developing students' ability to collaborate, to communicate and to think critically and creatively. The senior students have been introduced to Debating. They have positively embraced this initiative and competed against other schools throughout the year. It has been pleasing to witness the growth of our students in the areas of numeracy and writing. To help support students in these areas, we appointed an Instructional Leader to implement teaching strategies based on effective pedagogical practices. Our sensational dance groups have performed at a variety of venues including the Sydney Eisteddfod and the Schools Spectacular. Our band and choir groups have also done an outstanding job in their performances. The students' commitment to the Creative Arts came together in a grand finale at our Creative Arts Night concert. We have developed our students' leadership skills via initiatives such as Peer Support and Buddy Programs.
Special thanks to our P&C led by a dynamic executive team for their ongoing support for Burraneer Bay Public School.
Warmest Regards,
Ms. Victoria Pantelis
Principal.
Message from the school community
2019 was a great year for the Burraneer Bay Public School P&C. It proved to be a productive, successful and enjoyable year for our school community.The Burraneer Bay Public School Parents and Citizens Association (P&C) is proud to have made a positive contribution to the education and welfare of all students at the school and encouraged a strong
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community spirit.
A big part of the contribution made by the parent community is through the various fundraising initiatives and events we undertake. In 2019, the P&C held its traditional Easter Egg Drive, Disco, Mother's Day and Father's Day celebrations, as well as an extremely successful Welcome Night for new parents to our school. Our two community events for 2019 were awesome and were well supported. The Trivia and Tunes night was sold out and the Christmas Night Markets saw the school inundated with families from around the area, who enjoyed the food, entertainment and quality stalls. In addition to our extensive roster of events, another contributor to our fundraising effort was our Canteen and our parent–run Uniform Shop, led by Mel Whippy and her team of dedicated volunteers.
Grant applications were a key focus in 2019. Our biggest achievement was to be announced as the winner of the Community Partnerships Grant for $200 000. Our success can be attributed to our wonderful BBPS community's strong support. The community were so responsive with their voting. A huge thank you to everyone who voted and who encouraged others to vote. This grant will be used to support the much needed upgrade of the school oval. This upgrade will be significant and will be one of the largest contributions from the P&C to the school for many years.
On behalf of the P&C, thank you again to our supportive and active school community.
Bring on 2020
Craig Bulmer– 2019 P&C President
Message from the students
We are honoured to have been the 2019 School Captains at Burraneer Bay and we are very grateful to have had this opportunity. What an amazing year it has been. At Burraneer Bay there is something for everyone. It is a school that offers its students amazing opportunities and 2019 was no exception. Leadership opportunities, buddies, chess clubs, STEAM team, debating, public speaking, Raw Art lessons, concerts, excursions, overnight camps, dance and sporting opportunities – we had it all.We would like to thank Ms Pantelis, Mrs Moss, the staff and of course our loyal prefects and vice captains for all the support you have given us this year.We have learnt many lessons along the way and have made so many amazing friends over the past 7 years. We believe that the responsibilities that come with being a School Captain have definitely prepared us for high school. We have enjoyed every minute of this wonderful experience.
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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 Sutherland Shire. 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 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.
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Self-assessment and school achievement
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 and participated in an external validation. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. 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.
Each year, we assess our practice against the Framework to inform our school plan and annual report. Every five years, our school undergoes an external validation process.
During the external validation process, an independent panel consisting of a Principal School Leadership and a peer principal considered our evidence and assessment of our school's progress against the School Excellence Framework.
Our self–assessment and the external validation 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/school–excellence
Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Excelling LEARNING: Wellbeing Excelling LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Sustaining and Growing LEARNING: Student performance measures Sustaining and Growing TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Sustaining and Growing TEACHING: Professional standards Excelling TEACHING: Learning and development Excelling LEADING: Educational leadership Excelling LEADING: School planning, implementation and Excelling reporting LEADING: School resources Excelling LEADING: Management practices and processes Excelling
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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.
Improvement Measures
A high proportion of students demonstrating growth in Lexile levels. Implementation of a successful and well balanced literacy program. Increased proportion of students achieving in the top two bands in NAPLAN in literacy.
Implementation of a whole school approach to teaching mathematics to optimise the learning progress of all students. Increased proportion of students achieving in the top two bands in NAPLAN in numeracy.
100% of teachers collaboratively planning, programming, and reflecting on teaching practice to ensure that students are actively engaged in PD/H/PE, History, Geography and Science and Technology activities based on the Australian Curriculum (NSW).
Overall summary of progress
The support of an instructional leader has had a positive impact across all grades. Explicit systems that facilitate professional dialogue, collaboration, classroom observation, modelling of effective classroom practice and the provision of explicit and timely feedback are evident. There has been an improvement in teaching practice and student results in writing. The Seven Steps to Writing Success and Literacy Pro/ Lexile programs have allowed students to connect, succeed and thrive at each stage of their learning in the area of Literacy by ensuring all students are challenged and all adjustments lead to improved learning.
Improved teaching and learning experiences across all strands are evident as a result of the support of an Instructional Leader. Collaborative teaching with the Instructional Leader has enabled staff to strengthen their ability to differentiate mathematics content, adopt strategies that promote best practice and encourage students to apply critical mathematical thinking skills. Students communication, reasoning and problem–solving skills have been developed through the implementation of number talks. The language of mathematics is evidenced in these talks. Professional learning sessions with Cathy Azzopardi, Numeracy Strategic Advisor, have given staff a greater understanding of the National Numeracy Progression sub–elements of Additive Strategies and Quantifying Numbers.
Staff were introduced to the PD/H/PE syllabus through a series of Professional Learning sessions at school and at a Professional Learning Day with a Community of Schools in Term 3, in preparation for the mandatory implementation of the syllabus in 2020. Staff attended a series of workshops that broadened their knowledge of the new syllabus and showed them how to create teaching and learning sequences.
Progress towards achieving improvement measures
Process 1: Literacy Project
Teachers explicitly teach literacy concepts that lead to a demonstrated growth in student learning progress and achievement.
Evaluation Funds Expended (Resources)
The introduction of Lexile Reading/ Literacy Pro has resulted in the Seven Steps to Writing Professional successful implementation of a differentiated home reading program for Learning – $10000 students in Years 2–6. 100% of students in Years 2–6 have been assessed throughout the year to track student progress and achievement and to Stage 2 Home and Guided Readers – provide longitudinal data to inform future directions in teaching and learning $10,000 cycles. Instructional Leader $50000 Seven Steps of Writing program has been implemented across the whole school. Data collected from student work samples shows an increase in Funding Sources: specific writing skills across all grades. Participation by staff in a Seven • Literacy and Numeracy ($10000.00)
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Progress towards achieving improvement measures
Steps to Writing Success PL session and follow up demonstrations by the • Professional Learning ($10000.00) Instructional Leader class has resulted in an increase in dynamic, consistent • Quality Teaching, Successful and engaging teaching programs. The implementation of consistent Students (QTSS) ($50000.00) assessment practices in writing has resulted in a visible and reliable method of tracking student progress and achievement from K–6.
The introduction of an Instructional Leader in all classes has had a positive impact across all grades. Explicit systems that facilitate professional dialogue, collaboration, classroom observation, modelling of effective classroom practice and the provision of explicit and timely feedback are evident. There has been an improvement in teaching practice and student results in writing.
The Seven Steps to Writing Success and Literacy Pro/ Lexile programs have allowed students to connect, succeed and thrive at each stage of their learning in the area of Literacy by ensuring all students are challenged and all adjustments lead to improved learning.
Process 2: Numeracy Project
Teachers explicitly teach numeracy concepts that lead to a demonstrated growth in student learning progress and achievement.
Evaluation Funds Expended (Resources)
The support of an Instructional Leader has strengthened staff ability to Instructional Leaders $50000 QTSS differentiate mathematics content. Improved teaching and learning experiences across all strands are evident as a result. Collaborative teaching Maths Resources $2700 with the IL has enabled staff to adopt strategies that promote best practice and encourage students to apply critical mathematical thinking skills. Engaging Maths Series $1200 Students communication, reasoning and problem–solving skills have been developed through the implementation of number talks. The language of Mathematics Syllabus $290 mathematics is evidenced in these talks. Maths Programming The continued implementation of the K–6 mathematics scope and sequence $44000Professional Learning has resulted in the consistent delivery of content. Staff have modified and reviewed teaching and learning programs, resulting in improved student Funding Sources: outcomes (evidenced in 2019 NAPLAN results). • Quality Teaching, Successful Students (QTSS) ($50000.00) Feedback from observation sessions has allowed staff to refine teaching and • Literacy and Numeracy ($2700.00) learning sequences to engage all students. Collaborative discussion at stage • Literacy and Numeracy ($1200.00) / grade meetings has provided insight into how different strategies are being • Literacy and Numeracy ($290.00) used to engage learners and implement innovative teaching practices. K–6 • Professional Learning ($44000.00) teaching teams have developed assessment tasks to ensure consistent teacher judgement across grades. Student progress has been recorded on individual tracking sheets to inform and direct teaching practice.
Professional learning sessions with Cathy Azzopardi, Numeracy Strategic Advisor, have given staff a greater understanding of the National Numeracy Progression sub–elements (Additive Strategies and Quantifying Numbers).
Process 3: Curriculum Project
Teachers use syllabus documents, scope and sequences and collegial collaboration to create, collate and share learning sequences and activities across Key Learning Areas.
Evaluation Funds Expended (Resources)
Staff were introduced to the PD/H/PE syllabus through a series of Professional Learning for Instructional Professional Learning sessions at school and at a Professional Learning Day Leaders $4000 with a Community of Schools in Term 3 , in preparation for the mandatory implementation of the syllabus in 2020. Staff attended a series of workshops Professional Learning for Staff that broadened their knowledge of the new syllabus and showed them how to $10000
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Progress towards achieving improvement measures
create teaching and learning sequences. Professional Learning Growth Mindset Learning alliances with other schools enabled staff to discuss the similarities $12960 and differences of the syllabus and to deepen their knowledge and understanding of skills required when implementing the PD/H/PE Syllabus. Funding Sources: • Professional Learning ($26960.00) Units of work focusing on Growth Mindset and the School Values were created in line with the new syllabus. A scaffold was used to ensure consistency in programming across K–6. These will be implemented in 2020.
The Professional Learning Day in Term 4 afforded staff the opportunity to create a PD/H/PE Scope and Sequence and a series of lessons that will effectively develop student knowledge, understanding and skills. These will be implemented and reviewed throughout 2020 to ensure continued challenge and maximum learning.
Next Steps
Our future directions In the Learning Domain will focus on Writing, Numeracy and Reading.
*An Instructional Leader will be engaged to support teachers in the areas of writing, numeracy and reading. *The Instructional Leader will continue to focus on the improvement of writing across the school by implementing the Seven Steps to Writing Success program K–6 to consolidate students' writing skills. * We will continue to implement Lexile Pro Reading across Years 2–6 and use Lexile data to inform planning and cater for individual student needs. * We will improve reading by focusing on the Super Six Comprehension Strategies
* Results from student assessment and teacher feedback showed a need to focus on Spelling. We will introduce Sound Waves –a whole school spelling program for students K–6 that is designed to develop reading, spelling and writing skills through phonemic awareness. It will provide teachers with a framework and suggested activities to engage students, plan and implement a phonemic approach to spelling instruction based on assessment of students' current knowledge.
* We will continue to focus on improving teaching practice in K–6 numeracy with a focus on student engagement, differentiation, problem solving, inquiry based learning, enrichment, assessment and numeracy progressions.
* We will support teachers in the implementation of the new PDHPE syllabus and the formulation of a scope and sequence which includes assessments to measure student progression in knowledge, understanding and skills.
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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.
Improvement Measures
100% of staff successfully embedding formative assessment strategies and participating in classroom observations to improve teacher practice.
Teachers confidently catering for needs of highly potential and gifted students.
Staff have an improved understanding of the learning needs of students diagnosed with Autism Spectrum Disorder and use this knowledge to create effective individualised education plans.
Reading growth for targeted students by the Learning and Support Team.
Teachers will develop their knowledge of the creative and critical thinking capabilities in Australian curriculum syllabus documents to successfully integrate STEM based lessons into the classrooms to encourage students to think critically and creatively.
Overall summary of progress
Professional Learning on Formative Assessment had a positive impact on staff teaching and student engagement. Feedback indicated that staff were successfully using a range of Formative Assessment strategies in their classrooms to monitor student learning to provide ongoing feedback that can be used to improve teaching and learning. What are we learning to (WALT), This is because (TIB) and What I am looking For (WILF) posters distributed to staff are displayed in all learning spaces within the school. The posters have had a powerful impact across the school. They are used to explicitly highlight to the students the purpose of the lesson and what is expected of them. Students refer to these visual images when creating learning intentions and success criteria.
The implementation of Autism Spectrum Disorder (ASD) student matrixes enabled staff to record data that is current, relevant and evidence based. Learning environments were tailored to the needs of students on the autism spectrum and Student Learning Support Officers provided assistance to students both in the classroom and in the playground. There has been a specific focus on increasing social skills and fostering positive relationships and developing the skills the students need to become independent learners to enable them to succeed.
Professional learning in the area of Growth Mindset resulted in 100% of staff successfully introducing Growth Mindset programs into their classrooms. The systematic and collaborative planning of lessons by staff assisted the implementation process. The key focus has been on praising student efforts rather than praising existing talents. Lesson evaluations indicated that student knowledge of Growth Mindset improved, with Growth Mindset being continually revisited by staff in most lessons. STEM activities were successfully implemented across all grades from Kindergarten to Year 6. To build teacher capacity in this area, staff were provided with ongoing professional learning and regular opportunities to revise STEM teaching and learning programs.
Progress towards achieving improvement measures
Process 1: Developing Effective Pedagogical Practices
Knowledge and understanding of effective formative assessment strategies will be embedded into teaching and learning programs.
Enrichment opportunities offered to targeted students.
Evaluation Funds Expended (Resources)
Staff survey results indicated that the Professional Learning on Formative Formative assessment Toolkits Assessment has had a positive impact on staff teaching and student Teacher Resources $2500 Page 9 of 30 Burraneer Bay Public School 4259 (2019) Printed on: 26 May, 2020
Progress towards achieving improvement measures engagement. Feedback indicated that staff were successfully using a range of formative assessment strategies in their classrooms to monitor student Professional Learning $900 learning to provide ongoing feedback that can be used to improve teaching and learning. Professional Learning $400
What are we learning to (WALT), This is because (TIB) and What I am Funding Sources: looking For (WILF) posters distributed to staff are displayed in all learning • Professional Learning ($400.00) spaces within the school. The posters have had a powerful impact across the • Socio–economic background school. They are used to explicitly highlight to the students the purpose of the ($2500.00) lesson and what is expected of them. Teachers and students refer to these • Professional Learning ($900.00) visual images when creating learning intentions and success criteria.
Formative Assessment strategies are being used to support the implementation of the PDHPE Curriculum. Additional formative assessment strategies as outlined in the PDHPE Curriculum – the Gallery Walk and the Physical Barometer have been successfully trialled and implemented by all staff, evidencing that Formative Assessment has become an integral part of classroom practice.
To ensure that Formative Assessment is embedded into teacher practice throughout 2020 the focus will be on setting student goals and providing explicit feedback.
.
Process 2: Supporting Learners Project
Staff teaching ASD students will apply their knowledge to create individualised classroom programs to support the development of the whole child.
Explicit intervention program for reading offered to targeted students.
Evaluation Funds Expended (Resources)
The implementation of Autism Spectrum Disorder (ASD) student matrixes Resources $2200.00 enabled staff to record data that is current, relevant and evidence based. Learning environments have been tailored to the needs of students on the Funding Sources: autism spectrum and Student Learning Support Officers are being used to • Low level adjustment for disability assist students both in the classroom and in the playground. There has been ($2200.00) a specific focus on increasing social skills and fostering positive relationships and developing the skills they need to become independent learners to enable them to succeed.
Professional reading on Autism Spectrum Disorders and Associated Behaviours (Your Attitude Just Might be My Biggest Barrier by Kim Davis) distributed to staff, provided a base for discussion within stage teams resulting in collaborative sharing of ideas.
The provision of positive behaviour support, successful transition planning and professional learning for staff have all been a key focus.
Process 3: Future Focused Learning Project
This project involves the development of teaching programs that provide opportunities for students to think critically and creatively on an ongoing basis.
Evaluation Funds Expended (Resources)
Growth Mindset and the introduction of designated STEM days across K–6 STEM Kits $4500 have been the key focus of the Future Focused Learning Project. Professional learning in the area of Growth Mindset resulted in 100% of staff Funding Sources: successfully introducing Growth Mindset programs into their classrooms. The • Socio–economic background systematic and collaborative planning of lessons by staff assisted the ($4500.00)
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Progress towards achieving improvement measures
implementation process. The key focus has been on praising student efforts rather than praising existing talents. Lesson evaluations indicated that student knowledge of Growth Mindset has improved, with Growth Mindset being continually revisited by staff in most lessons. Students are using consistent terminology to address Growth Mindset – Instead of saying I can't do it, say I can't do it YET. Growth Mindset was promoted in the school's newsletter and on the school's social media account and community response to the project was extremely positive. STEM activities were successfully implemented across all grades from Kindergarten to Year 6. To build teacher capacity in this area, staff will be provided with ongoing professional learning and regular opportunities to revise STEM teaching and learning programs. The purchase of additional resources and the establishment of a STEM Resource Hub will be a focus.
Next Steps
BBPS will continue to improve in this area by: *Providing opportunities for staff to be involved in Community of Schools Projects; *Implementing the whole school Growth Mindset program and encouraging community involvement and support; *Continuing to review and update technological resources; *Utilising the DoE STEM Share Program to give students the opportunity to access resources that complement classroom STEM programs; *Providing learning opportunities for administration staff to become expert users of available technology and systems; *Continuing to provide professional development and mentor opportunities to build staff capacity in using new technological innovations.
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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.
Improvement Measures
Strengthen community engagement by implementing initiatives that will improve communication and help build the school as a cohesive educational community.
Promote school values and white ribbon practices that develop respectful relationships.
Implementation of an effective system within the school for the collection of data on student learning needs, that allows for ongoing evaluation for school improvement.
Overall summary of progress
The Positive Communication Project enhanced positive and respectful relationships across the school community and established clear communication channels that encouraged high levels of parental and community engagement. There has been an effective whole school approach to improving service delivery and customer service. The school has implemented various initiatives that have improved communication across the school and connection with the community. The school has systems and processes in place to provide regular and ongoing feedback to the community about past and upcoming events. Parent survey results indicated that 98 % of families subscribed to SchoolEnews to access newsletters and notifications and had downloaded the App to access all communication. School image has also been a focus throughout the year. We stream lined and improved our methods of visual communication to ensure that we defined and developed our school identity. In response to community requests, the school logo was revamped to its original form. The image of a man fishing was replaced with that of a child to represent the students in our care. The shape of the logo and the colours remained the same. Creating an effective environment for learning continued to be a focus throughout the year. Students, staff and the community recognise that positive wellbeing and engagement are important conditions for learning. The school has implemented evidence based change to whole school practices to support wellbeing and engagement. The success of this whole school approach to wellbeing and engagement is reflected in the results of the Tell them From Me surveys, with 82% of students having a Positive Sense of Belonging and 92 % of students building Positive Relationships. Positive, respectful relationships are evident among students and staff and continue to promote student wellbeing to ensure optimum conditions for student learning across the school. The establishment of professional learning committees ensured that ongoing evaluation for school improvement through professional conversations were held regularly to evaluate the achievements of milestones. We formulated appropriate timelines for relevant data collection that included authentic evaluations of milestones and the collection of evidence sets.
Progress towards achieving improvement measures
Process 1: Connection Project
This project aims to enhance positive and respectful relationships across the school community to promote a productive learning environment for all stakeholders. The goal is to build school capacity by implementing various initiatives that will improve communication across the school and connection with the community.
Evaluation Funds Expended (Resources)
Positive Communication Project Resources – Medallions, Certificates, Pennants, White Ribbons $2500 The Staff Information Folder was updated and distributed to staff at the Staff Development Day Term 1, Day 1. To ensure consistency, staff received Signage $8525.79
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Progress towards achieving improvement measures detailed instructions about displaying school values, school rules, rosters and playground expectations and following our Merit Award System. Data Analysis and Self Evaluation $5500 Parental engagement and effective school communications has continued to be a priority. The Positive Communication Project aimed to use a whole Funding Sources: school approach to enhance positive and respectful relationships across the • Socio–economic background school community in order to promote a productive learning environment for ($2500.00) all stakeholders. Our focus has been on establishing clear communication • Socio–economic background channels and encouraging high levels of parental and community ($8525.79) engagement. The implementation of various initiatives has been evidenced • Socio–economic background by improved communication across the school anda school community who ($5500.00) are well informed and who work with staff to ensure student success.
There has been a whole school approach to improving service delivery and customer service. All parents were encouraged to subscribe to SchoolEnews. The school has systems and processes in place to provide regular and ongoing feedback to the community about past and upcoming events. Parents were surveyed to ensure that a high percentage of families received newsletters and information alerts. 98 % of families indicated that they subscribed to SchoolEnews and had downloaded the App to access all communication. Staff also addressed Communication at Parent Information Evenings and reinforced the importance of downloading the App to ensure the community were well informed.
Events that recognise student achievement, such as the K–6 Combined Assemblies, the Creative Arts Night, Band Concerts, Education Week Open Day, Grandparents Day and our Presentation Days are indicative of the positive and constructive way we share our school achievements with our community and make parental engagement a priority. Community attendance at these events has been high with more than 400 parents attending. Feedback from parents and community members was very positive and acknowledged the improvement in Communication.
School image has also been a focus throughout the year. Our aim was to stream line and improve our methods of visual communication to ensure that we define and develop our school identity. In response to community requests, the school logo was revamped to its original form. The image of a man fishing was replaced with that of a child to represent the students in our care. The shape of the logo and the colours have remained the same.
Signage around the school has also been addressed. Feedback from casual teachers and visitors to the school reported that it was difficult to navigate the different blocks. Maps placed at either end of the school have ensured the site is more user friendly. Additional signage has been placed around the school to assist new parents and visitors.
Community feedback received following school tours at the Kindergarten Orientation suggested the school was "very welcoming".
Process 2: Wellbeing Project
This project aims at providing staff with skills and strategies to improve wellbeing. and engagement.
Evaluation Funds Expended (Resources)
Creating an effective environment for learning has continued to be a focus. $3000 Professional Learning
Students, staff and the community recognise that positive wellbeing and Funding Sources: engagement are important conditions for learning. The school has • Professional learning ($3000.00) implemented evidence based change to whole school practices to support wellbeing and engagement. Wellbeing Week for staff had a positive impact on staff engagement with survey results indicating that 95% of staff found it valuable.
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Progress towards achieving improvement measures
Staff and students have been provided with regular opportunities to meet with an identified staff member who can provide advice, support and assistance to help students achieve their potential.
The success of a whole school approach to wellbeing and engagement is reflected in the Tell them From Me surveys, with 82% of students having a Positive Sense of Belonging and 92 % of students building Positive Relationships.
Positive, respectful relationships are evident among students and staff and continue to promote student wellbeing to ensure optimum conditions for student learning across the school.
Process 3: Monitoring Success Project
This process aims at developing a system within the school that allows for ongoing evaluation for school improvement.
Evaluation Funds Expended (Resources)
The leadership team has continued to embed clear processes with Teachers released to collate Evidence accompanying timelines and milestones to ensure the school plan is Packages $5500.00 implemented effectively. Resources $500.00 Staff have a clear understanding of what they need to do to address the school plan's strategic directions and to meet the school's improvement Funding Sources: measures. The professional learning committees continue to meet twice a • Socio–economic background term to reflect on how their team is progressing with achieving the milestones ($5500.00) set out in the school plan. • Socio–economic background ($500.00) Ongoing evaluation for school improvement has continued to be a whole school focus. Professional learning committees have ensured that conversations are held regarding achievements of milestones; formulated appropriate timelines so that ongoing evaluations are conducted throughout the year; collected relevant data and uploaded evaluations and evidence sets into SpaRO. These Evidence sets were useful to refer to when conducting the External Validation as the committees were able to track their progress.
The school will continue to provide the opportunity for the Professional learning committees to reflect on progress made and to evaluate the impact of the school plan on staff, students and the school community to formulate future directions.
As a result of participation in the External Validation process, the school will focus on improving the quality of data collected.
Next Steps
School Resources We will continue * To invest in technology to enhance learning in all classrooms and in administrative systems to streamline processes; * To upgrade and improve school facilities; * To use data to evaluate the effectiveness of management processes; * To create a culture of shared accountability to achieve organisational best practice; and * To collaborate with the local community about the use of school assets and resources to benefit the school and the community. Management Practices and Processes We will continue * To collect information from the school community about the school's administrative systems, structures and processes to ensure ongoing school improvement; * To introduce a range of strategies to ensure the school is recognised as excellent and responsive by the community as using best practice to embed a culture of high expectations;
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* To use effective communication systems to inform and engage the community; * To use research evidence–base strategies and innovative thinking to design and implement a school plan that successfully delivers ongoing, measureable improvement in community engagement; and * To develop strategies to increase the number of parents who positively engage and provide input into developing the vision of the school using parent forums and Tell Them From Me Surveys. Data Skills and Use We will *Analyse student progress and achievement data to gain insights into student learning; * Use data generated by NAPLAN testing to inform and engage the school community and to implement plans for continuous improvement; * Implement practices to promote parent engagement and increase opportunities for parents and community members to collaborate in educational programs; and * Implement processes and practices to monitor the collection of quality, valid and reliable data.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading The students were The school had 12 Aboriginal students who supported by a teacher's were supported to access a range of learning aide. opportunities with this funding including learning support, enrichment programs and Staff member released to transition to high school programs. A high attend community event. percentage of these students achieved the goals outlined in their PLPs. Funding Sources: • Aboriginal background All students from Kindergarten to Year 6 loading ($9 419.00) participated in a Virtual Reality Aboriginal Incursion. The students visited outback Australia and learnt about the customs and traditions of the Aboriginal peoples. They were part of a dance and didgeridoo performance, completed a bush tucker experience and threw a boomerang – all in their own classroom. The experience strengthened cultural awareness across the school by focusing on Aboriginal and Torres Strait Islander cultures and histories.
English language proficiency Funding Sources: Students requiring English Language • English language proficiency support were provided with proficiency ($22 895.00) explicit, needs–based support, to develop their English language and literacy skills. This enabled them to participate fully in school activities and to achieve equitable educational outcomes .
Students whose English language skills are developing, received the necessary support from the EALD teacher through targeted programs which were delivered in a team–teaching arrangement within the classroom and/or in a withdrawal capacity.
Technology (utilising the schools' iPads during teaching activities) allowed EALD students to access a variety of highly educational and interactive applications and tools to enhance their English proficiency.
Improved assessment results in literacy for identified students.
Low level adjustment for disability FTE 0.6 $64030 The Learning Support Team is an integral component of the school. Throughout 2019 Flexible Funding $36589 the Learning Support Teacher (LaST) has continued to work closely with the Learning Funding Sources: Support Team to support the inclusion of • Low level adjustment for students with disabilities in mainstream disability ($100 619.00) classrooms. Her program is tailored to meet the specific needs of students by providing adjustments. When necessary, she has provided individual diagnostic assessment of students that have been referred by classroom teachers to the Learning Support Team.
The LaST, in consultation with classroom teachers and parents, has made the curriculum and/or school environment more accessible for identified students with additional learning, emotional and social needs. Students with substantial needs have
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Low level adjustment for disability FTE 0.6 $64030 required the preparation of Individual Education Plans. These plans form, along Flexible Funding $36589 with supplementary adjustments to the curriculum, an integral part of the regular Funding Sources: class teaching programs. • Low level adjustment for disability ($100 619.00) The Learning and Support Teacher (LaST) has also consulted with Preschool teachers for any students that are at risk of needing additional assessment and support prior to entering Kindergarten. The LaST has also continued to liaise with relevant external specialists such as Speech Therapists, Occupational Therapists to assist in improving educational outcomes of identified students.
A Student Wellbeing Officer has been employed to provide additional support to students and staff. Learning and Support Team processes are reviewed annually to ensure that all information is readily available for relevant staff to access.
Quality Teaching, Successful Instructional leader to This initiative provided an additional staffing Students (QTSS) support teachers in the resource allocation to support all teachers in area of teaching Numeracy Numeracy (Semester 1) and Writing and Writing. (Semester 2). This involved using a member of the school executive to act as an Funding Sources: instructional leader and teacher/ mentor • Quality Teaching, across Years K–6 throughout 2019. The Successful Students Numeracy project focussed on Thinking about (QTSS) ($112 026.00) Numeracy. It involved students in Number Talks and was extremely successful. The Seven Steps of Writing was implemented in Semester 2. Students' writing data has been collected and collaboratively analysed across the school to assess students' skills and needs in writing.
QTSS funding also provided the school with additional release time for members of the school leadership team to support their team members through coaching and co–teaching approaches.
Socio–economic background Funding Sources: We purchased additional resources (books, • Socio–economic stationery supplies) to support student background ($13 247.00) learning. We provided funding for school excursions, incursions and camps to ensure all students are included and treated fairly. We supplied school uniforms and lunches for students when needed and provided additional support in the classrooms.
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Student information
Student enrolment profile Enrolments Students 2016 2017 2018 2019 Boys 329 326 314 306 Girls 315 310 302 292
Student attendance profile School Year 2016 2017 2018 2019 K 95.6 95.2 96 95.3 1 95.1 94.6 94.6 93.1 2 95.6 95.4 94.9 94.3 3 94.6 95.2 94.4 93.9 4 95.1 94.9 94.9 93 5 94.6 94.5 93.5 94.3 6 94 93.7 94.1 93.4 All Years 94.9 94.8 94.6 93.8 State DoE Year 2016 2017 2018 2019 K 94.4 94.4 93.8 93.1 1 93.9 93.8 93.4 92.7 2 94.1 94 93.5 93 3 94.2 94.1 93.6 93 4 93.9 93.9 93.4 92.9 5 93.9 93.8 93.2 92.8 6 93.4 93.3 92.5 92.1 All Years 94 93.9 93.4 92.8
Student attendance remains high at Burraneer Bay Public School. Sentral Attendance is used to record daily attendance and all attendance data is imported into EBS4. Staff are proactive in following up absences and parents are well informed of attendance procedures. Parents are asked to notify the school using the SMS messaging system to explain absences and the administration staff and principal process applications for extended leave for five days or more. The Home School Liaison Officer (HSLO) monitors attendance per term.
Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non–attendance.
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Workforce information
Workforce composition Position FTE* Principal(s) 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Classroom Teacher(s) 22.09 Teacher of Reading Recovery 0.4 Learning and Support Teacher(s) 0.6 Teacher Librarian 1 School Counsellor 1 School Administration and Support Staff 4.06
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.
Workforce ATSI Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 7.20% Teachers 3.30% 2.90%
Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice.
Professional learning includes five student–free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line with school and departmental priorities.
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Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2019 Actual ($) Opening Balance 783,123 Revenue 5,449,604 Appropriation 4,664,331 Sale of Goods and Services -4,471 Grants and contributions 778,672 Investment income 10,772 Other revenue 300 Expenses -5,315,191 Employee related -4,260,020 Operating expenses -1,055,171 Surplus / deficit for the year 134,413
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.
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Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2019 Approved SBA ($) Targeted Total 61,438 Equity Total 148,539 Equity - Aboriginal 9,419 Equity - Socio-economic 13,247 Equity - Language 22,895 Equity - Disability 102,978 Base Total 4,006,545 Base - Per Capita 144,537 Base - Location 0 Base - Other 3,862,008 Other Total 393,156 Grand Total 4,609,679
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.
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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.
From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to the online test, with some schools participating in 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 be treated with care.
Literacy and Numeracy Graphs
Band 1 2 3 4 5 6 Percentage of students 0.0 1.1 11.2 15.7 16.9 55.1 School avg 2017-2019 1.2 2 5.3 13.9 23.3 54.3
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Band 1 2 3 4 5 6 Percentage of students 0.0 3.4 6.7 20.2 30.3 39.3 School avg 2017-2019 0 2 6.9 19.2 30.6 41.2
Band 1 2 3 4 5 6 Percentage of students 1.1 3.4 11.2 21.3 31.5 31.5 School avg 2017-2019 0.8 2.9 9.8 18.8 36.7 31
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Band 1 2 3 4 5 6 Percentage of students 0.0 2.2 6.7 24.7 42.7 23.6 School avg 2017-2019 0 2.4 6.1 24.5 47.3 19.6
Band 3 4 5 6 7 8 Percentage of students 0.0 5.4 16.2 23.0 25.7 29.7 School avg 2017-2019 1.1 6.3 13 28.5 22.6 28.5
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Band 3 4 5 6 7 8 Percentage of students 2.7 4.1 6.8 33.8 27.0 25.7 School avg 2017-2019 1.9 4.5 12.3 26.9 30.2 24.3
Band 3 4 5 6 7 8 Percentage of students 1.4 2.7 20.3 17.6 44.6 13.5 School avg 2017-2019 0.4 3 15.2 31.1 32.2 18.1
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Band 3 4 5 6 7 8 Percentage of students 0.0 1.4 33.8 33.8 25.7 5.4 School avg 2017-2019 3 5.2 28.9 36.7 20 6.3
Band 1 2 3 4 5 6 Percentage of students 1.1 3.4 15.7 30.3 23.6 25.8 School avg 2017-2019 0.4 2.9 11.8 30.2 30.2 24.5
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Band 3 4 5 6 7 8 Percentage of students 1.4 2.7 9.5 29.7 41.9 14.9 School avg 2017-2019 0.7 1.9 16.1 33 33.3 15
The school's NAPLAN Literacy results were strong in 2019 with students performing above state and similar school averages in reading, spelling and writing and substantially above in grammar. Years 3–5 growth data for all strands of Literacy was well above state averages .The Year 3 NAPLAN results show that 57% of our students were in the top 2 bands in Reading and Spelling. 67 % of students were in the top 2 bands in Writing and 72 % of the students were in the top 2 bands in Grammar and Punctuation. 50 % of the Year 3 students were in the top 2 bands in Numeracy.
The Year 5 Reading results show a 6% increase in the percentage of students achieving in the top two bands with 53% of our students achieving in the top two bands. The largest growth was in Band 6 with 34% of students achieving this band compared with 25% in 2018. In Writing 68% of students achieved Band 5 and Band 6. This was reflected in a significant decrease in the number of students achieving in the lower bands. 56% of our students were in the top 2 bands in Grammar and Punctuation. This result reflects an increase in the percentage of students achieving in Band 8. 30 % of students achieved this band compared to 22% in 2018. In Numeracy, 57 % of our Year 5 students were in the top 2 bands compared with 42% in 2018. There was a significant increase in the percentage of students achieving Band 7 – 42 % compared with 20 % in 2018.
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Parent/caregiver, student, teacher satisfaction
Burraneer Bay Public School is committed to building a strong relationship between students, staff, parents and the wider community. The school has practices and processes in place to continually inform and engage the community about student learning and educational programs. The school actively seeks feedback from the P&C, parents, students and teachers . In 2019, the P&C was instrumental in providing feedback to the school about what is working well. Parent feedback was positive and confirmed that there is strong communication across the whole school. Teachers/staff are always very enthusiastic and willing to go that extra mile to ensure that students are strongly supported at all levels. The quality of care provided to students is excellent and is not just exclusive to classes and teachers. Burraneer Bay offers plenty of opportunities for students to participate and excel in extra–curricular opportunities such as band, dance, choir, external performances, technology, debating and sporting activities. Parent feedback outlined the importance of continuing Meet the Teacher evenings and School Enews as ways to deliver educational information. When identifying areas requiring further improvement –security procedures when entering and exiting the school and mobile phone connectivity in the Administration Block were raised.
Staff Survey results on what is working well indicated that communication, professional learning, having an Instructional Leader in the classrooms, having an effective Learning Support Team, providing a wide range of extracurricular activities and the recognition of students at weekly and end of term assemblies all contribute to a positive school culture. When identifying areas requiring further improvement, staff indicated that interruptions need to be kept to a minimum, stage 3 students would benefit from additional learning support, ongoing support for our beginning, temporary and casual teachers needs to be provided and authentic staff participation in professional learning sessions needs to be encouraged.
The Tell Them From Me (TTFM) Student Survey was implemented in semester one 2019 and provided data from 246 students. The survey used indicators based on the most recent research on school and classroom effectiveness and focused on levels of student engagement. The results were higher compared to the state average, clearly demonstrate the importance the school has placed on establishing a positive learning culture encompassing respectful relationships, student engagement and participation.
95% of students indicated that they participate in a wide range of sports at school. This was well above the State Average of 83%. 64% of students indicated that they participate in a wide range of extracurricular activities at school. This was well above the State Average of 55%. 88% of students indicated that they feel accepted and valued by their peers and by others at school. This was above the State Average of 81%. 93% of students indicated that they have friends at school they can trust and who encourage them to make positive choices. This was well above the State Average of 85%. 95% of students indicated that they believe that schooling is useful in their everyday life and will impact on their future. 97% of students indicated that they do not get in to trouble at school for disruptive or inappropriate behaviour. This was well above the State Average of 83%. 92% of students indicated that they try hard to succeed in their learning. This was above the State Average of 88%.
Participation in the External Validation process provided a powerful and positive tool for evaluating and improving current practice.
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Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.
In 2019, the school maintained Acknowledgement to Country in all formal assemblies and celebrations acknowledging NAIDOC Week as well as recognition of other special days in the Aboriginal and Torres Strait Islander calendar were integrated into the school's teaching programs for all students in K–6.
All the students from Kindergarten to Year 6 participated in a Virtual Reality Aboriginal Incursion. This educational and cultural experience was very hands on, with each session lasting approximately 45 minutes. The students visited outback Australia and learnt about the customs and traditions of the Aboriginal people. They were part of a dance and didgeridoo performance, completed a bush tucker experience and threw a boomerang – all in their own classroom.
Anti-Racism Policy
All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officer who is trained to respond to concerns in relation to racism.
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. The ARCO is able to advise those involved of their rights and the procedures involved to resolve the complaint. The ARCO may also inform staff of any pertinent issues and make suggestions about relevant learning experiences in the classroom that encourage awareness–raising and enhancing student knowledge through our school's curriculum.
Multicultural Education Policy
Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.
To foster harmony and tolerance, multicultural education is embedded in all curriculum areas and school activities. The major aims of the English as an Additional Language program are to develop students' academic language proficiency and educational outcomes through explicit teaching of oral and written language skills required to meet the language demands of the curriculum and to enhance self–esteem by promoting cultural diversity and tolerance through an inclusive curriculum. Culturally inclusive practices and anti–racist values are an inherent part of classroom learning programs and are also strongly promoted through the school's Harmony Day activities. Harmony Day is about bringing people together to celebrate Australia's cultural diversity. The key message of Harmony Day is "Everyone Belongs". We celebrated Harmony Day in March by engaging in various activities, art, craft and stories to develop student understanding of our diverse cultural, religious and language backgrounds. These activities also reflected the meaning of harmony, friendship and respect.
A key focus in 2019 was the introduction of a Cultural Exchange Program between students in Year 4 at Burraneer Bay and Cabramatta. The program heightened the importance of broadening student understanding of and exposure to different cultural groups. The Cultural Exchange Program assisted in involving and enhancing engagement with parents and community members from culturally diverse backgrounds. The program will continue in 2020.
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Other School Programs (optional)
Student Leadership Initiative Throughout 2019, our Student Leadership Team engaged in a year–long program called, 'Leadership by the Bay'. The goal was for high school and primary students from the Port Hacking Network to develop their leadership skills by implementing school projects at their schools. Our Student Leadership Team successfully completed an independent project called "Care Packages for the Homeless". The student leaders involved all members of the school community in the project. They addressed the students at the school assemblies and communicated to parents in our weekly newsletter.
Students are parents were encouraged to donate items that could be used to create Care Packages for the Homeless. The response from students and their families was overwhelming. All students in all classes contributed to the project and over 500 Care Packages were assembled. These were donated to Movement Sydney Homeless Outreach who then distributed the Care Packages to homeless people in the Inner City. Movement Sydney Homeless Outreach was overwhelmed by the school's generosity and the school community's response to this leadership initiative. All student leaders came together for a final meeting in November where they presented their achievements to the other schools. The key learning experiences for our School Leadership Team included leading change effectively, positive communication, managing time efficiently, collaborating and negotiating, as well as developing the skills to foster inclusivity in our school. The Student Leadership Team exceeded all expectations and were recognised for their outstanding efforts.
Public Speaking All students at Burraneer Bay Public School were encouraged to participate in our Public Speaking program. The program provided a great opportunity for students to develop their speech writing and presentation skills and to communicate to audiences about topics that they are interested in or issues they feel passionate about.The program aimed to develop the speaking and listening skills of all students from Kindergarten to Year 6 by developing confidence and building self esteem. Students were encouraged to participate at their own level and to develop their skills as they gained more experience. Opportunities were provided for all students to listen to others present their speeches in a variety of settings.Winners from each class, grade and stage were identified and the best 4 students in each stage were showcased at the Burraneer Bay Public Speaking Finals. The standard of all the speeches was outstanding and it was very difficult to decide on the winners. As in previous years, the impromptu speeches were the deciding factor. The winner of each stage represented the school at the Port Hacking Network Final.
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