2016 biddabah public school annual report - … · biddabah public school annual report 2016 4206...

Biddabah Public SchoolAnnual Report

2016

4206

Printed on: 28 April, 2017 of 13 Biddabah Public School 4206 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Biddabah Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Steve Gately

Principal

School contact details

Biddabah Public SchoolMedcalf StWarners Bay, 2282www.biddabah-p.schools.nsw.edu.aubiddabah-p.school@det.nsw.edu.au4954 6058

Message from the Principal

2016 for Biddabah PS was a year of adapting to change. Our Principal of 22 years, Mr Graeme Mason, after being onextended leave retired at the end of the school year. The legacy he has left in the form of new permanent buildings,ground improvements, covered walkways and new programs, including a vast range of technology across the school, willbe long remembered.

The staff at Biddabah Public School is committed to developing independent, responsible lifelong learners in acooperative and supportive environment. Teachers and staff at Biddabah PS have continued to be involved in qualityprofessional learning and collaborative planning throughout the year. This has included professional learning to developour school community’s understanding of the You Can Do It program. Students, parents and staff benefited from this aswe have worked at developing a shared understanding of the 5 Keys to success.

At Biddabah Public School, we take great pride in the achievements of our students. Not only do we provideopportunities in all Key Learning Areas for students but additionally we offer many extra–curricular programs such asdance groups, choir, band, debating, gardening club, chess, Indigenous Yarning Group, art club, AFL, cricket, soccer,softball, netball and rugby league. Students continued to achieve at a high level academically, culturally and in thesporting arena. Two students represented Biddabah PS at National level in swimming and rugby union. The AFL teammade it to the quarter finals of the PSSA state knockout and were also Hunter champions in the Paul Kelly Cup. Therugby league team won the Paul Harragon Cup and were runners up in the Jarrod Mullen Cup and the Knights Knockout.Our senior boys’ cricket team finished in the top 16 in the State. A large number of students also represented BiddabahPS at zone and regional levels for carnivals and individual team events. Our senior debating team had a great yearfinishing in the semi–finals of the Premiers Debating Challenge, the choir and band participated in choralfest andbandfest and for the first time students from Stage 2 & 3 participated in Star Struck and the Hunter Dance Festival.

The learning as a result of participation in extra–curricular activities is diverse. It is certain that the gains made for eachstudent on a personal level is immeasurable.

Support from our parent body is a constant at Biddabah PS. From 'reading parents', to transporting students,working inthe canteen and uniform shop or keeping our gardens tidy parents have been more than willing to support the greatthings that happen at Biddabah PS. The response by our student and parent body to the introduction of a new schooluniform was overwhelming. The P&C’s very successful fete embodies all that Biddabah PS Community is about.

Thank you for a grand year!


School background

School vision statement

At Biddabah School parents, teachers and students, working together provide a caring safe and supportive learningenvironment which heartens exemplary student behaviour and responsible self–direction. Teachers employ a range ofauthentic teaching strategies to offer the students quality differentiated learning experiences. Conversely studentsdevelop a range of learning strategies and seek feedback when they are not progressing.

School context

Biddabah Public School is located on the shores of Lake Macquarie about 15 kilometres from Newcastle. The schooltakes its Aboriginal name from Nikeen–bah the place of the black rock that burns. The place we know as Warners Baytoday was once called Biddabah. The school was first named Speers Point East but in the early nineties the school wasrenamed ‘Biddabah’. Biddabah draws its students from the old Speers Point East section of Warners Bay and the newerstreets north–west of the school. The Lakelands community also feeds into Biddabah. There are 319 families givingBiddabah a total enrolment in 2016 of 455 students. Nine students identify as Aboriginal and the school’s FOE index is71. The school is set in spacious and well maintained grounds. Currently we have 18 classrooms which includes 3demountables. In recent times the school has opened 8 new classrooms, a library, a hardcourt, a new admin block and anew school hall. 2016 school based benchmarking data indicates generally strong growth across the grades in bothliteracy and numeracy. NAPLAN Year 3 reading results for 2016 have 0% of students below national minimum standardsand 0% in Year 5. In numeracy the percentage is 0% Year 3 and 0% Year 5. There were 52% of Year 3 students at orabove reading proficiency in 2016 and 43% of Year 5. In numeracy 50% were at or above proficiency in Year 3 and 37%in Year 5.The school provides: a caring and supportive environment with quality academic, technology, cultural andsporting programs including a range of extra–curricular activities such as a school performance, band and activities forthe gifted and talented. Supportive, committed and caring parents share their high expectations with teachers andstudents. Biddabah’s experienced and dedicated teachers continue to improve their skills and qualifications. Theymaintain a school which emphasises each student's scholarship and personal development.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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.

In 2016, our school undertook self–assessment using the School Excellence Framework. The framework supports publicschools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across thethree domains of Learning, Teaching and Leading.

This year Biddabah PS focussed on Curriculum and Learning and Assessment and Reporting in the domain of Learning.Our student reporting process and reporting format has been enhanced with teachers developing a consistent approachand common language when assessing and reporting. The development and use of comment banks for each KeyLearning Area assisted with the process of enhancing our reporting process. Parent and staff feedback from variousforums has allowed us to work further on developing a format which addresses parent needs and meets DoErequirements. We developed the Information Technology Scope and Sequence and provided Professional Learning forall staff on the Scope and Sequence. Regular parent information updates around the use of technology has led to aconsistent use of language across the home and school settings.

In the domain of Teaching our focus has been on Collaborative Practice and Learning and Development. To enhanceteaching practices and use the expertise of our teaching staff we have worked collaboratively to plan, program andimplement units of work with a specific focus on quality assessment tasks. This led to a greater consistency of teachingpractice across year groups. Beginning teachers and new scheme teachers' needs were addressed through mentoringand participation in further professional learning which included effective behaviour management strategies.

In the domain of Leading we have focussed on Leadership and Management Practices and Processes. Opportunities forstudents and parents to provide effective feedback about our school’s communication practices and procedures, theBYOD program and our reporting process enabled us to strengthen parental engagement. Biddabah PS is committed tothe development of leadership of staff and students and through the provision of opportunities across the school, staff


and students have been able to be mentored by effective leaders and also take on leadership opportunities. Staff havealso been encouraged when planning their Professional Development Plan to set goals around leadership.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Maintaining and enhancing a school learning culture of confidence and achievement.

Purpose

Provision of differentiated quality teaching and learning programs that guide individual growth through recognisablestages of development for literacy, numeracy and higher order thinking.Teachers plot and communicate student growthand progress using literacy and numeracy continuums. Programs maintain English & Numeracy K–10 and developHistory K–10 & Science K–10 Initiating collegial practices with our community of schools that support the professionaldevelopment of staff and sustain quality student learning by developing teacher strategies that provide appropriatefeedback to students.

Overall summary of progress

A major focus of this strategic direction was to have all staff trained in Focus on Reading Phase 1. This training wascompleted by 4 permanent and 8 temporary staff during Term 1–3. All staff were presented with a refresher session at aTPL meeting to remind previously trained staff of some of the major concepts of this program. Super 6 Comprehensionstrategies are displayed in all classrooms. There has been a noticeable increase in the professional dialogue betweenstaff & sharing program ideas.

During Semester 1 each Stage was allocated half a day per person to develop quality assessment tasks which linked totheir teaching. Consistency of implementation and grading was also a focus of these sessions. All Assistant Principalsreported that this was a valuable exercise and led to improved assessing and reporting practices in their Stage groups.

The use of continuums to track student progress has been put on hold until further investigation takes place regardingthe most effective method of tracking student progress. All staff participated in PL about how to complete peerobservations as part of the PDP process. As a result of this 100% of staff have completed their 2 lesson observations.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Expected growth for students inreading & numeracy is abovestate average in proficiency.

All staff are now trained in Focus on Reading Phase1. Teaching programs reflect the implementation ofthe Super 6 Comprehension strategies in theclassroom. Initial data on comprehension isinconclusive as teacher training is ongoing. Furtherassessment for 2017 will indicate whether Focus onReading and providing quality feedback has hadthe desired impact on outcomes.

$33 580

K–6 classroom observationsindicate differentiated literacy andnumeracy teaching and learningpractices evident in allclassrooms.

100% of student reports demonstrated the use ofcomments from comment banks which wereexplicit and student centred. Staff are now trained inproviding quality feedback to colleagues. 80% ofstaff reported that providing quality feedback duringPDP observations was objective and meaningful.

$10 000

Next Steps

• The History K–10 and Geography K–10 curricula will be fully implemented and supported with further TPL. • Resources to be purchased to support the implementation of the Geography and History syllabuses and staff

released to develop quality units for these KLAs. • Quality assessment tasks developed to support consistency of teacher judgement. • School leadership team & teachers will continue to seek information and provide TPL about effective feedback

practices for staff & students. • Maths text books will be replaced with the Hunter Central Coast maths program K–6.TPL for staff will be provided.



Developing creative, productive and responsible users of technology.

Purpose

Support for whole school learning practices and programs that allow for teachers and students to become literate,industrious, creative, and responsible users of technology. Systematic teaching programs that develop technologicalliteracy across all KLAs . To deliver quality teaching 21st century technology learning environment helping studentsbecome self–directed learners, collaborative team players, critical and creative thinkers, wise information consumers andintelligent information producers. This will help prepare and equip students to thrive in the 21st century.


Strategic Direction 2 had three areas of focus. Firstly, to implement the new Technology Scope and Sequence andensure the staff were familiar with its content and purpose. It was aligned to the needs of the students followingbenchmark testing and allowed for grade planning to ensure quality teaching of technology was evident. Secondly, toprovide more computer hardware to enable access for all students on a needs basis. Along with this hardware, updatesof software were included. Students were exposed to innovative software which increased their skills using iPads andlaptops. Thirdly to inform the parents of the ongoing commitment towards technology by making them aware of theneeds and directions through a survey. The Bring Your Own Device initiative was continued in Stage 3 and parents wereinvolved in setting up the program.




Class room observations confirmteachers use leading edgetechnological skills to delivereffective and engaging,differentiated learning programs.

75% of teaching programs and class roomobservations reflect staff familiarity with use of thegreen screen and age appropriate iPadapplications. A large amount of evidence of staffknowledge is available visually across the schoolthrough whole school presentations, assemblyitems, published work in the school yearbook andvarious class items.

$45 000

An increase in studentengagement through the use oftechnology is evident in allclassrooms and measured byparent & student surveys.

Data collected from the Tell Them From Me &BYOD parent, student & staff survey indicated that93% of parents surveyed felt that their child'stechnology skills increased as a result of being in aBYOD class. 88% of students surveyed indicatedthat their skills had increased as a result of theBYOD program.

$8 000

Next Steps

• The Bring Your Own Device initiative will continue in Stage Three. The use of devices is integrated in all KeyLearning Areas

• The ICT Scope and Sequence is implemented fully and quality assessment tasks and specific lessons aredeveloped to support consistency of teacher judgement.

• School leadership team & teachers will provide effective feedback on the use of technology in the school. • Inquiry learning will continue to be the focus in Library lessons. • The purchase of more laptops and iPads will continue so out–dated equipment is replaced. The addition of a

further 20 iPads will give each stage a ratio of 1:2 students. • The technology team will investigate the possible implementation of other tablet devices to replace out–dated

iPads. • The older smartboard projectors will be replaced • The purchase of interactive smart televisions to replace smartboards will be investigated.



Individually and collectively develop student's resilience and engagement strategies.

Purpose

Continuing collaborative working partnerships to embed and continually improve qualities of confidence, resilience,persistence, organisation and getting along. Develop and sustain two key school–wide programs of You Can Do It anddeveloping Growth Mindsets.


Due to the number of new staff and the fact that no formal You Can Do It (YCDI) training has been undertaken for anextended period of time, a major focus of this strategic direction was to have all staff trained in You Can Do It. A threehour session was conducted by a YCDI presenter, resulting in all staff developing a more common level ofunderstanding. Staff were released to update our YCDI scope and sequence which continues to be implemented indirected class learning experiences. YCDI continues to be explicitly taught across all Stages and the underpinningprinciples are embedded in all aspects of our teaching and learning and reward systems.Resilience was an area found to be wanting in the vast majority of our children, so a very successful whole schoolinitiative– ‘Resilience Week’– was held at the end of Semester 2.Anxiety in children was identified in many of our children and as a result a three hour PL session was conducted for allstaff in Semester 2, with two very well–received follow–up parent workshops, all conducted by a qualified psychologist.




Tell Them From Me surveyreveals that at least 90% ofstudents feel happy & safe atschool.

Tell them From Me data shows that 89% ofstudents indicated that they had positiverelationships at school. This was 1% below thetarget figure of 90% but 4% above the State norm.

$14 500

Regular monitoring and analysisof student behavioural dataindicates reduction in negativeplayground incidents (2015baseline).

This target wasn't reached this year due to anumber of new and beginning teachers who werereceiving training around making adjustments topedagogy and refining behaviour managementtechniques. In addition there was a cohort ofstudents who displayed challenging behaviourwhich also impacted on the data.

$11 800

Next Steps

• The integration of Mindset into everyday teaching • A You Can Do It overview of ‘Special Days’ will be implemented –Term 1– Organisation and Getting Along, Term 2

Confidence, Term 3 Resilience and Term 4 Persistence. • The You Can Do It Scope and Sequence to be adjusted to fit the Special Days overview.


Key Initiatives Impact achieved this year Resources (annual)

English language proficiency All EALD students were supported throughresourcing and programs which resulted inincreased participation and engagement.

• ($2 418.00)

Low level adjustment for disability All students requiring adjustments andlearning support were catered for within classprograms. LAST allocation of 0.8 (4 days aweek) for 2016 was also used to supportstudents in Literacy & Numeracy. AdditionalSLSO support to supplement the SLSOtimetable and support students with specificlearning needs was provided.

• ($107 981.00)

Quality Teaching, SuccessfulStudents (QTSS)

90% of teacher programs reflect the use ofthe developed scope & sequence for History& Geography syllabus'. The reporting processto parents included new syllabus indicators.An evaluation of the implementation processhas indicated a need to look at developingfurther engaging T& L activities for eachStage, which includes technology, for 2017.

• ($33 000.00)

Socio–economic background Additional Executive release time wasprovided to support teaching practices andmentoring of teaching staff. Extra support forthe office was also provided and wassuccessful.

• ($34 603.00)

Support for beginning teachers In 2016 the school's beginning teachers weresupported with extra release and mentoringtime .This funding was used to provideteachers with time for planning, programming,reporting, working with their mentor andattending professional development. Somefunding has been held over for anticipatedProfessional Learning in 2017.

• ($17 344.00)

Aboriginal background loading Personalised Learning Plans were developedfor all students. All parents participated in thedevelopment of these plans. Students andstaff are familiar with the MGoals website andadd material to this site on a regular basis.The Indigenous student group meetsfortnightly and also participates regularly inactivities at our local Community of Schoolslevel.

• ($3 310.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 231 235 244 251

Girls 190 201 209 204

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.4 96.4 94.8 96.6

1 94.8 95.7 94.5 96

2 94.8 95.7 96.2 95.9

3 95.2 95.1 95.2 96.1

4 94.9 95.7 94 94.6

5 94.4 96 96 94.9

6 94.9 95 95.2 95.3

All Years 94.9 95.7 95.1 95.6

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

Management of non–attendance

A computerised roll marking system is in operationwhich enables classroom teachers to regularly monitorstudent attendance. Students with poor attendance orunexplained absences are referred to the school’sLearning Support Team. Where attendance continuesto be of concern the case is referred to the DoE’sHomeSchool Liaison Officer for further support oraction under DoE policy and legal requirements. Schoolattendance has remained constant this year. Manyabsences are due to short family holidays.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 15.56

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 0.8

Teacher Librarian 1

School Administration & SupportStaff

3.38

Other Positions 0.17

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

We have one Aboriginal School Learning SupportOfficer working with our students.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 18

Professional learning and teacher accreditation

Professional Learning for teaching staff in 2016included: • providing staff already trained in You Can Do It

(YCDI) with a refresher course and for new staffan introduction to the core principles whichunderpin the YCDI program. A scope andsequence was also developed and introduced atPL sessions which led to each Stageimplementing the YCDI program with a higherdegree of consistency.

• training new staff in Focus on Reading Phase 1 .Further Professional Learning was provided totrained staff to develop a shared understanding ofthe implementation strategies required for Focuson Reading Phase 1.

• whole staff PL meetings to introduce the new


History & Geography syllabus'. A scope andsequence for History & Geography wasintroduced as well as units of work for eachStage. Stage teams were then able to implementand build on each Stage unit ofwork collaboratively.

• PL on strategies for providing feedback tocolleagues for their Performance DevelopmentPlan and also aligning the Australian ProfessionalStandards for Teachers to their PDP. Theteaching standards were discussed and linkswere made between the development of teachersown Performance Development Plan and thestandards.

• workshops on Consistent Teacher Judgement(CTJ) and developing quality assessment tasksacross a Stage.

• developing an understanding of the DoEAttendance Policy and our school basedstrategies to address attendance. This led to anincreased understanding and consistency in theuse of the codes for absences and also in the useof the Application for Extended leave orExemption policies.

• a whole Community of Schools initiative toaddress changes in Education which was led byMichael McQueen the author of 'The New Rulesof Engagement; a study of the key drivers ofyouth culture around the world'.

• the use of iPads and Google Docs Appseffectively in the teaching and learning cycle. Staffundertook a series of Professional Learningactivities which were Stage appropriate.

All staff undertook mandatory training which includedthe 2016 Child Protection Module, Code of Conduct,WHS modules including the WHS Induction forEmployees, School Communities WorkingTogether and the annual CPR & anaphylaxis update.

Two teachers in their first year of permanency beganthe accreditation process in 2016.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

The information provided in the financial summaryincludes reporting from 31 December 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 823 023.14

(2a) Appropriation 652 287.62

(2b) Sale of Goods andServices

5 056.17

(2c) Grants and Contributions 164 553.31

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 126.04

Expenses -529 116.60

Recurrent Expenses -529 116.60

(3a) Employee Related -224 955.00

(3b) Operating Expenses -304 161.60

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

293 906.54

Balance Carried Forward 293 906.54

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

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


2016 Actual ($)

Base Total 2 854 828.20

Base Per Capita 24 266.38

Base Location 0.00

Other Base 2 830 561.83

Equity Total 148 312.34

Equity Aboriginal 3 310.25

Equity Socio economic 34 603.42

Equity Language 2 417.96

Equity Disability 107 980.70

Targeted Total 121 170.00

Other Total 73 849.51

Grand Total 3 198 160.06

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

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Students in Years 3 and 5 continue to demonstratesound achievement in NAPLAN assessment inLiteracy. All students in Years 3 & 5 achieved abovethe National Minimum Standard in Reading. Nostudents in Year 3 and 2% of Year 5 students werebelow the National Minimum Standard for Writing.


All Year 3 & Year 5 students achieved above theNational Minimum Standard in Numeracy. The My School website provides detailed

information and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


Policy requirements

Aboriginal education

The Kumaridha AECG and Warners Bay Community ofSchools held a ceremony to celebrate the signing of theMemorandum of Understanding. As part of the WarnersBay Community of Schools (CoS) Biddabah PS alsoworked collaboratively with the Aboriginal EducationConsultative Group (AECG) to maintain the CoS MyGoals Website. The group meets each term to share,plan, coordinate and monitor their projects. TheStudents and parents have been involved in a campwhere they visited sacred Aboriginal sites at Wollombi;Yarning Group where they meet regularly to completemutually agreed upon projects and activities; a HardYakka Day to discuss careers and future pathwaysand a NAIDOC Day Ceremony at our local high schoolwhich included a smoking ceremony.

Multicultural and anti-racism education

Anti–racism within the school community is promotedby our Anti–Racism Contact Officer (ARCO). Incidentsof racism which are reported to the ARCO are treatedseriously and dealt with in a circumspect manner.

Biddabah provides quality resources on multiculturalismand explores new strategies to promote culturaldiversity and tolerance amongst our students, staff andcommunity.


2016 biddabah public school annual report - … · biddabah public school annual report 2016 4206...

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