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Beauty Point Public SchoolAnnual Report

2017

5212

Printed on: 13 April, 2018 of 18 Beauty Point Public School 5212 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Beauty Point 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.

In preparing this report, the self–evaluation committee has gathered information from evaluations conducted during theyear and analysed other information about the school's practices and student learning outcomes. The self–evaluationcommittee and school planning committee have determined targets for the school's future development.

The members of the 2017 self–evaluation committee were:

Shanti Clements Principal

Kevin Gallagher Assistant Principal

Karl Liessmann Assistant Principal

Edward Johnston Assistant Principal

Lauren Adlam P & C Vice President

Sarah Stewart School Council President

Gabi Carrigan School Council Parent Rep

School contact details

Beauty Point Public School17 Medusa StMosman, 2088www.beautypt-p.schools.nsw.edu.aubeautypt-p.School@det.nsw.edu.au9969 4260


School background

School vision statement

“Creating Great Futures Together – Learning, Teaching and Leading for Excellence”

Our vision is to provide a holistic, quality learning environment which develops confident and creative global citizens andleaders.

Beauty Point Public School is committed to the pursuit of excellence and the provision of high quality educationalopportunities for every child and adult at our school.

All parents want the very best for their children. In education, this means teachers and schools with a commitment tonurture, guide, inspire and challenge students – to find the joy in learning, to build their skills and understanding, and tomake sense of their world.

In the early years, it means having confidence that each individual child will be known and understood, and theirindividual potential developed. As students progress, it means knowing that they are well supported as increasinglyself–motivated learners – confident and creative individuals, with the personal resources for future success andwellbeing.

As a school community, our collective goal is to provide an educational environment that supports the consistentimprovement of student outcomes and the narrowing of achievement gaps between students. Our aim is to maximiselearning in our school, for students, staff and parents. Inspired by the new School Excellence Framework, staff and

School context

Beauty Point Public School is located in a magnificent position overlooking Middle Harbour. It is an area renowned for itsnatural beauty and quality lifestyle.

The 315 students enrolled at Beauty Point School are drawn from a high socio–economic population base. During thepast 6 years,Beauty Point Public School has achieved excellent state and national results in NAPLAN. On 3 occasionswe have topped state results for growth from Years 3 to 5. In 2014, we were ranked in the top 300 schools acrossAustralia for NAPLAN performance. This is due to the quality teaching programs and commitment from our students,staff and parents.

Through a strong focus on literacy, numeracy, science, history, geography, performing arts, sports and creative thinking,we are committed to ensuring that every student has the best possible opportunity to achieve academic success.

The school’s population includes a number of overseas students where the family has been relocated due to business.Beauty Point is well known for its high level of student achievement and the educational opportunities provided for thechildren.

Our school is very fortunate to have a wonderful community of students, with 23% of our students coming from LanguageBackgrounds Other than English. We have over 25 nationalities represented at our school, with Japanese being ourhighest language group – followed by the key language groups of Mandarin, Italian, Greek, Spanish and Portuguese.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

The results of this process indicated that Beauty Point Public School was ranked as Excelling in all 14 elements of theNSW School Excellence Framework. The school systems, structures and procedures that we have established areensuring great success in delivering all elements within the domains of Learning, Teaching and Leading. Our 2015 to2017 Beauty Point Public School Plan focuses on three key strategic directions that are leading to educational innovationfor the improved delivery of the Melbourne Declaration (2008), School Excellence Framework, NSW BOSTES AustralianCurriculum, Wellbeing Framework, quality teaching, improved student learning outcomes and leadership of the school.The school’s evaluation of progress against the School Excellence Framework will inform our future educationalpriorities.

Learning

The culture of our school is reflective of positive and respectful relationships across the whole school community and isunderpinned by our 21C Transdisciplinary Curriculum approach and Wellbeing programs including, Restorative Practice,Resilience Doughnut, PBEL and The Leader in Me program. Positive and respectful relationships across the schoolhelped staff engage in a productive learning environment with a common goal to develop strong, informed andresourceful learners. School learning programs address the needs of students, both individual and group, throughdifferentiated learning experiences, technology for learning, and significant extra–curricular opportunities. Students withhigh learning support and special needs are identified early and their parents are involved in planning and supportinglearning directions. This is evidenced by Personal Learning Plans and the ongoing monitoring by teachers and theLearning and Wellbeing Team. Programs have been developed to ensure ease of transition to school for students andtheir parents. The school uses internal and external performance data such as PLAN, SENA analysis, Best Start,SMART, Business Intelligence Reports, ACER PAT assessments, ICAS tests and student reports to assess studentlearning progress.

The results of this process indicate that in the School Excellence Framework domain of Learning the school is Excellingin the elements of Learning Culture, Wellbeing, Curriculum and Learning and Student Performance Measures,Assessment and Reporting.

Teaching

All teachers are actively and strategically engaged in planning their own professional development to support collectiveefficacy across the school. A collective imperative to provide rich, authentic learning experiences for students through thecollaborative project–based learning aligns our staff. Positive and respectful relationships across the school help staff toengage in a productive learning environment with a common goal to develop strong, informed and resourceful learners.The professional capabilities of staff to implement the new state syllabus documents, performance developmentframework and maintain BOSTES Teacher Professional Standards has been enhanced through a distributed leadershipand peer mentoring/coaching model. Teachers actively lead whole school initiatives that support the School Plan’sprocesses, evaluation milestones and improvement measures. Teachers collaboratively design transdisciplinarycurriculum units, use evaluative thinking to produce holistic assessment activities and deeply reflect on ways to innovateand improve their teaching practice.

The results of this process indicate that in the School Excellence Framework domain of Teaching the school is Excellingin the elements of Collaborative Practice, Learning and Development and Professional Standards; Effective ClassroomPractice and Data Skills and Use.

Leading

Beauty Point Public School has successfully embedded capacity building processes and organisational systems for staffto engage in practices that promote our school’s vision and culture. We have established a higher order process toachieve school excellence in a way that is clear, collectively developed, innovative, evidence informed and aspirational.In doing so, we have advanced an inclusive approach for the authentic engagement of stakeholder groups for schoolplanning and school self–assessment. This informs the ongoing evaluation and development of our governanceprocesses to deliver our school’s desired future. Beauty Point Public School has made a significant contribution to thestate–wide developments of the new approach to school excellence and release of the LMBR finance and administration


software platform. Our School Plan and professional learning resources were used as exemplars to support the launchof the School Plan and School Excellence reform. We are also a ‘229 Empowering Local School’, effectively pioneeringthe new LMBR software over the past 4 years to support the state reform agenda.

The results of this process indicate that in the School Excellence Framework domain of Leading the school is Excelling inthe elements of Leadership, School Planning, Implementation and Reporting, School Resources and ManagementPractices and Processes.

Our self–assessment process will assist the school to refine our 2018–2020 school plan, leading to further improvementsin the delivery of education to our students.

For more information about the School Excellence Framework:

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


Strategic Direction 1

Delivering Quality 21st Century Learning and Teaching

Purpose

To provide every student with quality learning and teaching experiences that are embedded in holistic curriculum design,assessment and reporting best practice. To ensure that learning is personalised and differentiated for every student. Todeliver learning experiences that give our students the knowledge, skills and expertise to achieve their personal goalsand lead successful lives in the 21st Century.

Overall summary of progress

Strategic Direction 1 has continued to establish school–wide strategies and associated professional development to buildthe capacity and confidence of staff to design and deliver effective 21st century teaching and learning experiencesacross the school. All have used coaching and mentoring training to better support and communicate with each other.The school has continued regular team–teaching and peer mentoring sessions using elements of the Quality TeachingFramework which has enabled staff to share their experiences and improve teaching practice across the whole school.

Positive outcomes include a staff professional development for consistent whole school writing strategies using the 7Steps to Successful Writers; a 3–6 scaffold for detailed student feedback, goal setting, formative and summativeassessment titled Primary Writing; and regular collaborative assessment of data to inform and drive school andclassroom programming including an investigation of a system for centralised data collection and review across theyears. Staff have been piloting the Growing Great Human Beings Everyday initiative to assist students to setgoals, coauthor their own learning experiences and develop 21C skills.

Strategic Direction 1 has allowed staff to improve collective efficacy and expertise from K–6 in 21C teaching andlearning. Our 2017 progress with school developed, evidence based teaching strategies has improved staff capacity toimplement effective and consistent programs targeted to improving student outcomes and skill development.

The following processes were implemented to support the improvement measures in this strategic direction:

1.1 Enhancing 21C Curriculum Delivery – using 21st Century Transdisciplinary Curriculum design and deliverythrough our 'Brighter Futures' project and McKinsey research pilot in all key learning areas for school excellence.

1.2 Improving Assessment and Reporting – embedding holistic Assessment and Reporting profiling tools by usingVisible Learning strategies to enhance value–added growth and student effect size.

1.3 Implementing Quality Teaching Rounds – Establishing quality teaching rounds to improve teacher practice, peerteaching, shared reflection, coaching and mentoring for improved 21C curriculum and assessment processes.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Implementing whole school actionlearning to support 21st Centuryteaching and learningpedagogical frameworks toimprove student learning andassessment.

2 x TPL on Visible Learning– $800

2 x TPL sessions onreviewing the VisibleLearning Project

3 x days for VisibleLearning and assessmentdata – $1,200

2 x TPL sessions on'Brighter Futures' showcase

Introducing peer coaching, mentoring and acitionlearning strategies to enhance staff professionallearning.

Improving teacher capacity to evaluate student datato implement higher order teaching, learning andassessment design. As a result students haveexceed local school–based benchmark assessmentlevels.

Our transdisciplinary programming andlearning model using inquiry–based learningprocesses has not only helpedimprove independent and 21C learning skills, it hasalso maintained large percentages of studentsachieving in the 60th percentile or above for PATassessments compared to other students at theirage level.






Implementing whole school actionlearning to support 21st Centuryteaching and learningpedagogical frameworks toimprove student learning andassessment.

Reading •Kindergarten: 97% Level 8 or above •Year 1: 88% Level 18 or above •Year 2: 88 % Level 22 or above •Year 3: 77% 60th percentile or above in PATReading •Year 4: 50% 60th percentile or above in PATReading with another 16% in the 56–60th percentilewho can be targeted for improvement next year •Year 5: 74% 60th percentile or above in PATReading •Year 6: 75% 60th percentile or above in PATReading

Mathematics •Kindergarten: 91% at SENA Figurative or above •Year 1: 88% at SENA Counting On or above •Year 2: 96% at SENA Facile or above •Year 3: 81% at 60th percentile or abovein PAT Maths •Year 4: 85% at 60th percentile or abovein PAT Maths (a 30% increase from their 2016levels) •Year 5: 84% at 60th percentile or abovein PAT Maths (a 21% increase from their 2016level) •Year 6: 75% at 60th percentile or abovein PAT Maths (a 17% increase from their 2016 level

Improvement measures in thegeneral capabilities and all keylearning areas include allstudents achieving at ‘expectedgrowth or above’ in schoolassessment benchmarks for theirgrade level.

1 x TPL on STEMS actionresearch

5 days of STEMS releasefor collaborative planning –$2,800

Schools Plus grant –$30,000

• K–6 use of the Brighter Futures model andMcKinsey research for school–wide curriculum andassessment. • Successful implementation of the Growing GreatHuman Beings project to support quality 21stCentury teaching and learning strategies, enhancedstudent engagement and student–led co–design oflearning and assessment activities.

To ensure our E/ALD andLearning Support students meetexpected growth in all clusters forliteracy and numeracy byeffectively using equity loadingfunding from the resourceallocation model (RAM)toimprove curriculum support in the

1 x school TPL on planningfor EAL/D in the classroom.

• During 2017, 3 days of E/ALD teacher supportwas provided to students to support E/ALD studentsin achieving state literacy and numeracybenchmarks. Due to this strategy, students at BPPSachieved above state norms and similar schoolgroup results for NAPLAN and PLAN assessmentdata.






school. • During 2017, 3 days of E/ALD teacher supportwas provided to students to support E/ALD studentsin achieving state literacy and numeracybenchmarks. Due to this strategy, students at BPPSachieved above state norms and similar schoolgroup results for NAPLAN and PLAN assessmentdata.

Literacy and NumeracyImprovement measures includeall students achieving at‘expected growth or above’ inNAPLAN performance; andensuring all students meetliteracy cluster measures for theirgrade level each term of theannual school year. Increasestudent attainment in the top 2bands for NAPLAN by 8% as perPremier's nationalrecommendations.

3 x Annual Reportingrelease – $1,200

2 x TPL session onevaluating student learningoutcomes

• For thePremier's recommendations we have achieved a13% increase in Year 5 numeracy results up to 73%of students in the top two bands. Although we havenot reached an 8% growth in Year 5 Reading orYear 3 reading or numeracy we have maintainedhigh levels of students in the top two bands. Year5 Reading, 69% Year 3 Mathematics, 78%. Year 3Reading, 80% • 100% of Year 3 students achieving at or abovethe minimum standard in all component's ofNAPLAN. • 100% of Year 5 students are achieving at orabove the minimum standard in all components onNAPLAN. • 80% of Year 5 achieved greater than expectedgrowth in Reading (an increase of 10.8%). • 80.5% of Year 5 achieved greater than expectedgrowth in Numeracy (an increase of 3.6%)

Next Steps

• Continued focus on Visible Learning pedagogy across the school through action learning programs such asPrimary Writing and Growing Great Human Beings. Teacher professional learning and collaborative project designwill support students in developing explicit skills related to goal setting, success criteria and feedback to improvestudent learning and maintain 0.4 effect size growth each year.

• Consolidating and sustaining the Brighter Futures project and transdisicplinary curriuclum design by developing astreamlined and cohesive whole school framework for programming and assessment to improve staff collectiveefficacy. School programming will focus on targeted differentiation strategies, quality Individual Learning Programdesign, school wide scope and sequences and improved situational analyses of students.

• Consolidating and enhancing our Growing Great Human Beings 'flipped learning design approach' to ensure theintegration of Key Learning Areas, cross curriculum priorities and general capabilities into classroom practice.

• Building staff capacity in the use of SENTRAL analytics and insights to support evaluative thinking andevidence–based decision making in the development of personalised learning programs, strategic school planningand educational priorities.

• Further development and progression of our school STEM initiatives designed to integrate science teaching intoeveryday classroom learning, build staff capacity, improve STEM skills and thinking in all students K–6 and evolveour whole school Sustainability education continuum.

• Focused staff professional learning on ways to use E/ALD strategies to support curriculum differentiation in theclassroom and to improve the school's self–assessment against the E/ALD School Evaluation Framework.



Enhancing Community Partnerships for Student Achievement and Wellbeing

Purpose

To create a dynamic learning community that enhances staff and parent expertise to nurture the emotional and socialdevelopment of our students. To increase community participation in school leadership, wellbeing and family partnershipprojects so that our students grow into confident, creative and resilient global citizens.


Strategic Direction 2 has continued to develop classroom practices and enhance student resilience and behaviour.

The following processes were embedded throughout the 2015–2017 school plan: • 2.1 Enhancing student voice and engagement – The application of Instructional Practices Inventory and

McKinsey action research strategies to support quality student engagement, student voice, consultation andfeedback across the school.

• 2.2 Improving school wellbeing programs –integration of the NSW Wellbeing policy and Real Engagementframework to promote positive behaviour and engaged learning in the school.

• 2.3 Enhancing student facilitation of wellbeing initiatives – Introducing the URStrong Program to promote aculture of student wellbeing and anti–bullying strategies across the school.





There is a clear understanding ofthe purpose of the Wellbeingframework as an importantresource to enhance positiverelationships and restorativesocial strategies, asdemonstrated by engagement ofall students and teachers,as wellas through broad communityawareness.

$3500 for consultancy andrelease of staff forInstructional PracticesRounds.

• Instructional Practices Inventory (IPI) data,compiled over three years, has formed the basis forteacher conversations about pedagogy to developHigher Order Thinking. The professionalconversations and pedagogical changes wereincorporated into staff performance developmentplans (PDPs) as part of their professional goals, ateither a personal or stage level, combined with afocus on Visible Learning strategies. Teachersreflected on and presented their PDP goalachievement, incorporating IPI data and reflections,to their peers. • Our goal of a 60:40 ratio of higher order to lowerorder thinking tasks was more than achieved overthe year. • All staff (K–6) have commenced programmingand delivery of Visible Learning strategies, focusingon the Transdisciplinary approach andincorporating the pedagogical changes made afterreflecting on IPI data.

School projects and wellbeingprograms feature engagement ofall staff and students, as well asextensive communityparticipation, as evidenced byBPPS culture surveys,‘Happiness Index’ and PBELcommunity survey data.

$30,000 School–basedfunding.

• All student wellbeing and Positive Behaviour forEngaged Learning (PBEL) data gathered andrecorded in the school repository and Assessmentand Reporting platform. • The school more than meets the expect PBELstate ratio of 1:4 (negative to positive behaviours). Our 2017 ratio was 1:9 – which is exceptional. • Tell Them From Me data highlights the successof our anti–bullying initiatives.. In 2017, our Years4–6 bullying data was 20%, compared to 36–42%which is the state norm. • Consistency in the use of K–6 data collection andanalysis processes to determine wellbeing support






School projects and wellbeingprograms feature engagement ofall staff and students, as well asextensive communityparticipation, as evidenced byBPPS culture surveys,‘Happiness Index’ and PBELcommunity survey data.

in the classroom and playground. • Successful implementation K–6 of Wellbeingprograms, e.g. K–2 Yoga, URStrong, You Can SitWith Me, Interrelate, Stage 3 Coaching andMentoring, Cool Kids. • The Wellbeing framework profiling tools,especially SENTRAL has been increasingly used byall staff to store data from ACER (PAT)assessments as a platform for evaluative thinkingand increased analysis of student assessmentprocesses.

Next Steps

• Continue with consolidating and sustaining Instructional Practices Inventory as the basis for moving into QualityTeaching Rounds.

• Consolidation of the URStrong anti–bullying and Resilience Doughnut programs. • Rejuvenate The Leader In Me program by using student leadership and ideas for renewal and development across

the school in 2018. • Introduction of Visual Arts enrichment groups to support creative arts and student engagement K–6.



Leading a Culture of School Excellence

Purpose

Establishing a school culture and management practices that effectively leads and delivers school excellence. To providea high standard of education through a combination of curriculum resources, ICT infrastructure, teaching and learningprograms that inspires every student and teacher to excel and learn to their full potential.


The purpose of Strategic Direction 3 was to establish a school culture and management practices that effectively leadand deliver school excellence. Our aim was to provide a high standard of education through a combination of curriculumresources, ICT infrastructure, teaching, leadership and learning programs that inspired every student and teacher toexcel and learn to their full potential.

This was achieved by the attaining the three processes below through collaboration with our staff, parents and students:

3.1 Excellent Work Health and Organisational Systems And Practices –ensuring school–wide organisational systemsand practices attain annual school registration standards.

3.2 Quality Performance Development, Teacher Accreditation and School Registration processes – embedding qualityperformance development and accreditation processes for staff

3.3 Shared Leadership and Management For School Excellence – Implementing a shared Student, Staff and Parentapproach to enhance theapplication of the School Excellence reform and self assessment processes.





100% teaching staff meetBOSTES accreditation standardsby having high level annualprofessional growth plans inplace by the end of 2017,focusing on the attainment ofprofessional goals that reflectState and National professionalstandards.

• $1200 – 3 x days for PDPrelease – for lessonobservations andprogramming • $10,000 for StaffProfessional Learning • $5,000 additional fundingfor Coaching programs • $1,000 – professionallearning courses for SASSstaff

• Attainment of NESA school registrationrequirements for BPPS. • Attainment of NESA teacher accreditationstandards for all teachers. • Attainment of Performance Developmentprocesses for all staff. • Attainment of Public Sector Capability frameworkdimensions for SASS staff.

To enhance parent collaborationand consultation in school–wideprocesses for School Planning,Annual Self–Assessment andAnnual Reporting.

• $4,800.00 – 3 x days perterm for 3 teachers tocollaboratively design theK–6 curriculum units usingthe BrighterFutures/CollaborativeProject–based Learningapproach. • $5,200 – Consultancy,coaching and leadershipcourses to support GrowingGreat Human Beingsproject

• Improved leadership and management practices,as per the School Excellence framework and WHSprotocols. • Enhanced community consultation and support ofannual School Planning, Annual Reporting, SchoolRegistration and Self–Assessment processes.

To develop shared evaluativeprocesses and governanceprocedures with the StudentRepresentative Council and

• $2,400 – Semester 1 & 2lesson observations forteaching staff. • $20,000 – hiring of SLSO

Attainment of a rich teaching and learningenvironment which provides value–added growthfor students, staff and parents at the school – asper the School Excellence Framework. Review of






School Council to drive SchoolExcellence and annual selfassessment priorities across theschool.

to support student coachingand mentoring to developand attain personalisedlearning intentions (as perthe Growing Great HumanBeings project)

WHS, policy implementation and Financialprocesses.

Student voice and co–design of learning andassessment activities to support a rich culture ofevaluative thinking and higher order teachingstrategies.

Next Steps

• School wide implementation of the new enterprise financial tool and resource management to improve the qualityof student learning resources and classroom environments.

• Quality attainment of annual school registration standards. • Communication practices that enhance community learning for school excellence. • Participation in aspiring leadership, new teachers and experienced teacher learning networks within the school and

beyond. • Increased student, parent and staff engagement in the implementation of the School Excellence Framework V2

and school self assessment processes.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency • English languageproficiency ($48,606.00)

Please see Strategic Direction 1 for moreinformation.

Improvement measures in the generalcapabilities and all key learning areas includeall students achieving at ‘expected growth orabove’ in school assessment benchmarks fortheir grade level each term of the annualschool yearAll of E/ALD and Learning Supportstudents meet expected growth in all clustersfor literacy and numeracy.

Low level adjustment for disability • Low level adjustment fordisability ($55,946.00)

Links to Strategic Direction 1 & 2.

All students requiring adjustments andlearning support are catered for within classprograms and other whole school strategies.76 students were referred for learningsupport.

Quality Teaching, SuccessfulStudents (QTSS)

• 0.234 FTE provided perweek (1.3 days) forExecutive Release.

• Quality Teaching,Successful Students(QTSS) ($23,768.00)

Links to Strategic Direction 3.

The provision of additional executive releasetime ensured leadership, mentoring andcoaching support was given to all executive.

Socio–economic background • Socio–economicbackground ($1,849.00)


Student assistance was provided to familiesneeding 'hardship' support for curriculumresources and extra–curricular activities.

Support for beginning teachers • Support for beginningteachers ($14,851.00)


To provide additional release time andmentoring support to 4 beginning teachers atBPPS to ensure quality teaching programsand wellbeing as a teacher in their first year.In addition, this supported 100% teachingstaff meeting BOSTES accreditation in linewith State and National professionalstandards.

Targeted student support forrefugees and new arrivals

• Targeted studentsupport for refugees andnew arrivals ($12,151.00)


To provide New Arrival Program support forstudents learning English to meet E/ALD andliteracy outcomes.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 164 164 171 158

Girls 136 139 140 144

Student attendance profile

School

Year 2014 2015 2016 2017

K 97 95.1 95.7 96.4

1 97.2 95.9 95.4 95.6

2 96.4 96.7 95.6 96.2

3 98.4 96.5 96 95.9

4 96.3 97 96.1 96.2

5 96.1 95.4 96.6 95.5

6 92.3 95 95.7 95.9

All Years 96.5 96 95.8 95.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

The school follows the Student Enrolment policy tomanage student non–attendance. • parents are provided with daily notices if students

are late or absent from school. • each term a review of attendance data is

conducted and follow–up by teachers or theHome School Liaison Officer to ensure studentsattend school on time and regularly.

• the Learning Support Team reviews theattendance data and outcomes of schoolcommunication with parents to improve studentattendance.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.28

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.4

Teacher Librarian 0.8

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.82

Other Positions 0

*Full Time Equivalent

There are 24 staff at Beauty Point Public School. Theyconsist of 20 teaching staff (16* and four part–timeteachers) and four school administration staff.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Beauty Point Public School staff in 2017.With the release of a different funding model andresearch supporting teacher quality being the singlelargest indicator of student success, this was a focusarea for us.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 689,789

Revenue 2,863,284

Appropriation 2,389,180

Sale of Goods and Services 27,252

Grants and Contributions 437,485

Gain and Loss 0

Other Revenue 0

Investment Income 9,366

Expenses -2,887,141

Recurrent Expenses -2,887,141

Employee Related -2,090,096

Operating Expenses -797,044

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-23,856

Balance Carried Forward 665,933

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending(e.g. accommodating leave, illness, savings forplanned capital expenditure)

• intended use of funds available>Delete text not required.

Financial summary equity funding

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

2017 Actual ($)

Base Total 2,213,513

Base Per Capita 47,529

Base Location 0

Other Base 2,165,984

Equity Total 106,400

Equity Aboriginal 0

Equity Socio economic 1,849

Equity Language 48,606

Equity Disability 55,946

Targeted Total 13,116

Other Total 26,008

Grand Total 2,359,037

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

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


School performance

NAPLAN

Our 2017 NAPLAN results were strong and students inYears 3 and 5 achieved outstanding results in Literacyand Numeracy in comparison to the state average. • 100% of students in Year 3 and Year 5

performed at or above the National MinimumStandards in all areas of NAPLAN.

• In addition, our NAPLAN results show that themajority of our students achieved at or greaterthan expected growth 80% in Reading,with an improvement of10.8%. In Numeracy 80.5% achieved expectedgrowth with an improvement of 3.6%

• In Year 3 78% of students achieved results in thetop two bands for Numeracy.

• In Year 5 73% of students achieved results in thetop two bands for Numeracy.

• In Year 3 80% of students achieved results in thetop two bands for Reading.

• In Year 5 69% of students achieved results in thetop two bands for Reading.

The My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link http://www.myschool.edu.au and insertthe school name in the Find a school and select GO toaccess the school data.

Parent/caregiver, student, teachersatisfaction

Students

116 students completed the Teaching and Learning2017 survey. Students strongly believe what they areasked to do in the classroom is important(94.39%)(90.77%). This is a continuation of the highengagement results from 2016 (90.77%) and a pleasingimprovement from 2014 where only 74.7% of studentsfelt classroom activities were important. In 2017,96.26% felt the school expected them to do their best.This continues the strong trend from an impressive99% in 2016 from 93.8% in 2015. There was alsoconsistency 2017's results of 99.07% of studentsreporting that they try to do their best and take pride intheir learning, in comparison to 98.5% in 2016.

A sustained trend in students responding usually oralmost always (93.46%) that their teacher tells themwhat they are learning and why. This is an increase of13% from our 2015 survey data.

Students feel aware of how their learning will beassessed (89.72%), an increase on the 85.5% recordedlast year. A focus in 2017 was for students toco–design learning and assessment in class programsto support student voice and learning engagement.. As

result, 96.19% of students feel school reports andparent interviews provide information about theirlearning. This is an increase from 90.5% in 2016.

Importantly, a high number of students (94.39%) feelteachers plan class activities that are interesting andhelp students learn, compared to 93.85%. in 2016.Additionally, a high number of students (93.46%) alsofeel teachers find new ways to help them understand, incomparison to 90% in 2016. As a result of collaborativelearning environments and school wide projects,including the Brighter Futures TransdisciplinaryProgramming and Growing Great Human Beingsproject, 89.72% of students feel there is a balancebetween working on their own and working with otherstudents, compared to 80% in 2016. This is an increaseover the last three years. In 2014 only 70.7% ofstudents responded always or usually.

To further improve this result, in line with the MelbourneDeclaration, school practices will continue to integratecreativity, communication, collaboration and criticalthinking to help equip our students for the 21st century.

Finally, 85.71% of students highlighted that they usethe 7 Habits in the class and playground. This is a slightimprovement from 2016..

Teachers

Authentic Relationships – 100% of teachersresponded ‘always’ or 'nearly always' to this area ofclassroom practice. This demonstrates teachers’ strongcommitment to providing a positive learningenvironment where pupils can safely experiment withbehaviour, choice, risk–taking and personalresponsibility.

Setting clear boundaries and expectations – 100%of teachers feel staff establish clear boundaries andexpectations for student behaviour. Additionally, 93% ofstaff feel their behaviour management strategies wereconsistent and promoted student self–esteem andself–discipline. 100% of teachers use effectivemanagement strategies to create and maintainappropriate classroom environments. With theimplementation of the DoE Wellbeing policyand anticipated teachers will become more confidentimplementing classroom practices that balancebehaviour management, student self–esteem and risktaking.

Planning for teaching – Teachers feel they buildvariety into lessons and employ strategies that allowstudents to find meaning in lessons with 100%responding ‘always’ and ‘nearly always’. Theseimpressive results can be attributed to improvedcollaboration and a focus on conceptual programming.With further consolidation of the Brighter Futures andGrowing Great Human Beings projects, higher orderconceptual frameworks in 2018 it is hoped teachers willfurther improve their high standard of programming tobuild student choice and critical and creative thinking


teachers will be in the use of homework to extendclassroom learning., as only 78.5% teachers saw thehomework program as meaningfully connected toclassroom programs.

Teaching repertoire – 100% of teachers indicated thatthey demonstrate a range of classroom managementskills in their lessons to support an effective learningenvironment for students. Pleasingly, 100% ofrespondents feel they ‘always’ or ‘nearly always’ use avariety of teaching strategies and models in theirclassroom. A focus for 2017 was for teachers to trialand refine new teaching models as only 42% in 2016felt this ‘always’ happened. In 2017, the results rose to100% in this area. This was achieved throughconceptual programming and team teaching of theBrighter Futures and Growing Great Human Beingsprojects to provide opportunities for teachers toexperiment with new pedagogy in a supportiveenvironment. An increased emphasis on reflection inStage and curriculum meetings further helped teachersrefine their teaching repertoire. Positively, this year93% staff responded ‘always’, compared to 85% in2016.

Pedagogical partners – Teachers believe that theschool provides opportunities to discuss teachingstrategies and their application in the classroom. Therehas been an increase in teachers observing each otherlessons with 93% feeling this happens regularly,compared to 84% in 2016. This can be attributed to thenew requirements of the DoE PerformanceDevelopment Framework. In 2016 and 2017, teachersexperimented with team teaching and the schoolundertook a revised Instructional Practices Inventoryprogram. This provided an opportunity for teachers todiscuss various classroom practices and pedagogy andinfluence on student learning outcomes

Reflection on teaching – It is pleasing to see 100% ofteachers feel staff always, nearly always or often talkabout quality teaching. Additionally, 100% of staffbelieve teacher make time to review their classroompractices, which is a 25% improvement from 2016. Aneven higher number of staff (93%) feel the school’slong term plans are reflected in the school plan and thatwe regularly review and modify these plans. This is anincrease from 85% in 2016.

Coordination and Leadership– 93% of teachers feelwe get things done in teams and 81% believe that stafftaking on coordinating roles and responsibilities areskillful when dealing with colleagues, both aresignificant improvements from 2015. Areas of focus for2017 will be sharing experiences about theimprovement of classroom and leadership practices toensure staff feel they are kept informed about keyschool decisions.

Parents

During 2017, 169 parents participated in the SchoolExcellence in Customer Service 360 profile. In all ofthe 12 competencies, Beauty Point Public Schoolreceived an Excelling rating by achieving 80% or above

in each area (as shown by the red triangles). In thearea of Engagement With Others and Teamwork, theschool achieved 100% in ratings from parents. Theresults from these surveys are pictured below.


Policy requirements

Aboriginal education

Aboriginal education perspectives continued to beintegrated in all Key Learning Areas in 2017. Raisingstudent awareness of Aboriginal culture, arts, historyand contemporary Aboriginality is a focus for allstudents.

All transdisciplinary units of work that were designedthis year linked authentic Aboriginal perspectives wherepossible. The Stage 1 unit of work, "Features ofPlaces", looked a different environments and howpeople adapt to them. This allowed students toinvestigate the adaptations indigenous people havemade to surviving in Australia. The Stage 3 unit ofwork, "Government" commenced with the studentslooking at Indigenous people's rights and the impact ofgovernment on Aboriginal people and their politicalneeds.

Aboriginal art featured in the Stage 1 unit "The FirstCarers". This extension of the unit "The First Carers"allowed students to investigate Aboriginal symbols andhow they can be interpreted in Aboriginal art andcontribute to 'The Dreaming' stories.

Beauty Point Public School contributed Aboriginalartworks to Mosman Library as part of our NAIDOCcelebrations. An intergral part of the Stage 1 and EarlyStage 1 Music program was learning a range ofAboriginal songs to support key learning in the area ofHistory, Geography and Music.

Multicultural and anti-racism education

Beauty Point Public School continues to be proud of itsinclusive cultural, which is influenced by The Leader inMe and 7 habits program. All students are encouragedto recognise and celebrate individual differencesthrough class and whole school activities.

Multicultural perspectives are integrated through all KeyLearning Areas, Creative and Practical Arts andLiteracy Units taught in all Stages. One such exampleis the Stage 3 unit called Global Connections, focusingon the different needs and perspectives of countriesand their people. Students explored culturaldifferences, natural resources, trade and aid, with afocus on East Timor and our neighbours in South EastAsia. The Stage 2 unit, "My Place", investigated themany cultures that have made up Australia andcontributed to the multicultural makeup of modernAustralia.

In the unit of work, 'Past and Present FamilyLife', Stage 1 students investigated the similarities anddifferences between various types of families fromdiverse backgrounds that reside in Australia. EarlyStage 1 students participated in a literacy unit focusingon heritage stories from around the world, introducingKindergarten students to new and unfamiliar culturesand initiating conversations about their own and othercultures.


2017 beauty point public school annual report€¦ · school contact details beauty point public...

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