2017 blackville public school annual report · memories. i know the children here will go on to do...

Blackville Public SchoolAnnual Report

2017

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Printed on: 9 April, 2018 of 15 Blackville Public School 1252 (2017)

Introduction

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

Catherine Anderson

Principal

School contact details

Blackville Public SchoolO'Neile StBlackville, 2343www.blackville-p.schools.nsw.edu.aublackville-p.School@det.nsw.edu.au6747 4024

Message from the Principal

I have felt extremely privileged to lead Blackville Public School this year. 2017 has been a year of opportunity,achievement and growth at Blackville Public School. It has been wonderful to be a part of such a committed and vibrantschool community.

Blackville takes pride in its welcoming environment and supportive teaching and learning programs which value everystudent and build on their strengths. We are committed to providing a positive environment to facilitate learning and aculture that celebrates success.

2017 has been an amazing year for our children, with great achievements both academic and sporting, adventures,excursions, making new friends and lots of fun and laughter.

Walt Disney said, ‘You can dream, create, design and build the most wonderful idea in the world, but it requires people tomake the dream a reality'. I take this opportunity to give thanks to all who have contributed to our school community.

The staff at Blackville Public School are dedicated, professional and committed to providing a quality educationalexperience. Mrs Mackenzie, Mrs Bell and Miss Burns have all worked hard to support our children in 2017.

2017 has been a year of great change in our office with a completely new financial and administration system beingintroduced. It has been trying at times however, our wonderful office staff have embraced the challenges and made thetransition as smooth as possible.

Our school community has been very supportive during 2017. The P & C are an incredibly hard working group and atmost meetings we have 100% of families represented. The P&C have catered for school functions such as NAIDOC Day,Variety Bash, the Spelling Bee and the Leader In me Sleepover where we have had as many as 70 students and theirparents. The P & C have donated extensively to our excursions, books and catering this year.

The Blackville Community Art Show Committee have also been a great support to our school, donating $6000 to helpsupport us in employing Miss Burns. This allows us to really support our K–2 students in those most important earlyyears of schooling.

The CWA have been extremely supportive of our school. We have enjoyed taking part in all the competitions and missedthe Country Celebration Day this year as it is such a special and educational event.

I would also like to thank AMPS, Pursehouse Rural, Quirindi RSL, Quota International, Quirindi Lions Club and UpperNamoi Cotton Growers for their ongoing support.


It is with great sadness that I farewell you all as I move tothe next level in my career as a Principal. The four years I havebeen at Blackville have made a huge impact on my life. I have grown professionally and have developed some wonderfulrelationships. The setting, the children, parents and staff are what make Blackville truly unique and I will treasure thesememories. I know the children here will go on to do great things and I will be keeping in touch and visiting to watch themgrow.

Kind Regards

Catherine Anderson


School background

School vision statement

At Blackville Public School we are committed to providing a personalised and quality education within an inclusiveenvironment. Our school motto is ‘Strive to Achieve’. This is our belief in academic work, sporting successes andpersonal growth. Our students understand that nothing is possible without hard work. It is our intention that all studentsgrow, develop and learn in a learning environment that reflects 21st century teaching and 21st century learning.

We aim to provide a myriad of experiences and social opportunities for our students as they live in a geographicallyisolated area. Our school sits in an alliance of schools to ensure all students have high quality learning beyond thebarriers of isolation. Dedication by our staff and involvement by our school community assist in providing a dynamic andvibrant environment.

School context

Blackville Public School is a geographically isolated small school in a village of approximately 20 people. We are locatedon rich farming land in the Liverpool Plains. Our current enrolment is 11 students, drawn from the village and nearbyfarming properties. We have a history of excellence producing confident, well rounded young people who have gone onto achieve great things. Our aim is to nurture lifelong learners who are never disadvantaged by their isolation.

In our 2014 survey, parents were unanimous in their belief that this is the last small school in this area and it is vitallyimportant, due to their isolation, that it remain viable. They appreciate the low student, teacher ratios and individualisedlearning and believe that our small school, with it's family environment caters to developing the whole child. Parents alsobelieve that this school is the last service in this community and therefore of great importance to the community as awhole.

We provide a dynamic and caring educational environment in which all 11 students access a varied and balancedcurriculum. Our students benefit from an extremely positive setting and are involved in a wide–range of extra curriculaactivities. We have a close relationship with a number of like small schools and are involved in many sporting andcultural activities together. We are also involved in the Liverpool Plains Small Schools Learning Community.

Through the 2 Adults in Small Schools Initiative we are able to enhance our support staff up to 3 days Administration andon one day, Teacher's Aide. We top up our RFF and LaST allowance to enable us to provide a K–2 classroom for fourdays per week.

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.

In the domain of Learning we have primarily focused on well being, curriculum and learning. We have consistentlyimplemented a whole school approach to '7 Habits of Happy Kids' within our school and our Small Schools Network ofschools. Students use the metalanguage and practise the habits in a positive teaching and learning environment. Wehave a demonstrated commitment to deliver on student learning and as such have a K–2 classroom four days per weekto ensure our students develop strong academic foundations in the early years. Our Curriculum delivery has beenenhanced by strong learning alliances with our Small School Network. We have had a particular focus on Assessment forLearning techniques to develop the knowledge, understanding and skills of all students using evidence based teachingpractices and innovative delivery mechanisms. Learning goals, success criteria and reflection on learning havecontributed to the personalised learning agenda, where learners are empowered to take an active part in their ownlearning.

In the domain of Teaching we have focused on effective classroom practice and collaborative practice. Our classroomsare well managed with well–planned teaching taking place. Our teaching staff provide explicit, formative feedback tostudents on how they can improve their learning. We use our data wall together with data collected from other


assessment instruments to inform our planning and teaching. Our school has timetabled and routine systems forclassroom observation, teaching and learning programs, assessments and PDF's to support school wide improvement inteaching practice and student outcomes.

In the domain of Leading our focus has been school planning, implementation and reporting. We have consulted ourstudents, parents and wider community in the development of our school directions and how they support our highexpectations and aspirations for improving student learning. Our planning and implementation includes processes forresource allocation, professional learning, performance monitoring and reporting. Our culture is celebratory and weconstantly acknowledge the diversity of achievements in our school community.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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

Quality Teaching and Learning for the 21st Century.

Purpose

To support all students to become life– long competent learners. This will be achieved through the development anddelivery of quality teaching programs that engage students with meaningful learning opportunities in line with theAustralian Curriculum.

To deepen understanding of Quality Teaching Paradigms with particular focus on differentiation, self–directed learning,feedback & assessment practises.

Overall summary of progress

Students are generally achieving at appropriate levels for literacy and are all plotted accurately on the continuum. Theycan confidently set learning goals, reflect and talk about their learning. "I can statements' have supported students toidentify specific areas in their learning and set specific and appropriate learning goals.

Students in the early years are supported through a K–2 class, 4 days per week and an Instructional Leader 1 day perweek. Researched based practices and assessments are used to increase teacher capacity and improve studentoutcomes. A data wall and Individual Learning Plans are created to target interventions..

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

80% of studentsachieve appropriate levels inLiteracy as evidenced by PLANdata

3 day teacher release$1500

Stationary $100

80% of students achieve appropriate levels inLiteracy as evidenced by PLAN data. Students talkconfidently, using appropriate meta–language,about their progress along the literacy continuum.This is evidenced in parent survey results regardingtheir child's confidence when speaking about theirprogress in literacy.

All students have developedself–monitoring strategies toassess next step processes intheir learning. This is evidencedby their ability to speak withincreasing confidence about theirprogress in learning

1 day teacher release $500 All students have developed self–monitoringstrategies to assess next step processes in theirlearning. This is evidenced by their ability to speakwith increasing confidence about their progress inlearning and demonstrated by video evidence andwritten evidence in Learning Journals.

All students achieve above theNational Benchmark in Year 3 asa result of additional support K–2

Instructional Leader top up$5100

Additional teacher for K–2room $45401

All Kindergarten students at or above stageappropriate reading benchmarks. All studentsachieve above the National Benchmark in Year 3 asa result of additional support K–2. Instructionalleader and additional teacher use evidenced basedpractice and assessment techniques to support K–2students.

Next Steps

Students in the early years will continue to be supported through a K–2 class 4 days per week and an InstructionalLeader 1 day per week. Researched based practices and assessments will be used to increase teacher capacity andimprove student outcomes. The data wall and Individual Learning Plans will be regularly monitored to informinterventions and programs.

Quality Teaching practices, a reflective teaching and learning cycle and appropriate differentiation will continue tobe embedded to develop meaningfully engaged students working towards their personal learning goals. Students willcontinue to demonstrate autonomy and initiative in relation to their own learning behaviour by working towardsco–constructing Learning Goals and Success Criteria.



Commitment to Life–long Learning.

Purpose

To develop pedagogical knowledge, quality teaching practises, curriculum knowledge and community understandingthrough involvement in quality learning opportunities for staff. To take an active part in the Small Schools’ Network andthe Liverpool Plains Community of Schools and in doing so increase partnerships and develop shared vision.


All staff have received professional learning in line with their personal goals and the strategic directions of the school.This learning has allowed teachers to improve their knowledge and skills and therefore improve individual studentlearning outcomes. Staff have developed PDP's to ensure professional learning is focused, reflected upon and makes adifference. This has allowed for the effective implementation of new teaching and learning programs by teachers and thesmooth transition to the LMBR for SASS staff.

Staff have been actively involved in The Liverpool Plains Small Schools Network and in developing relationshipswith Quirindi High School. We have worked collaboratively to develop: systems and processes to supportcurriculum implementation; common understandings in the building of Aboriginal Culture; and transition to high school.





All Staff take control of theirlearning needs both on apersonal level and in line with ourschool direction. All PDP’s reflectthis.

L3 Resources $300

7 Steps to Writing SuccessPL–Attendance $300

Resources $490

All skills from Professional Learning are evident inthe school. For teaching staff PL is evident inteaching programs, classrooms, student workbooks, assessments and ultimately improvedachievement levels for students.

For SASS staff there is evidence in the smoothtransition to LMBR and improved knowledge onpractice.

A common ‘language’ of teachingand learning has been developedacross all schools. As a result aconsistent approach to teachingand learning occurs.

Assessment for Learning metalanguage is evidentin Small Schools Network and local High School.

Students Years 3–6 attending transition andorientation days at Quirindi High School resulting inan increased number of Year 6 students choosingQuirindi High School as an option for their HighSchool education.

Next Steps

Staff professional learning will be directed toward personal learning goals and building capacity in areas directly in linewith the 2018–2020 school plan. Staff will then support students through excellent teaching and learning programs thatinclude technology and future focused learning at their core.

Staff will work collaboratively with The Liverpool Plains Small Schools Network to develop common assessments acrossthe schools including assessment scope and sequence plus Consistent Teacher Judgement Protocols. The network willshare expertise, resources and engage in online professional learning and compliance training together.



A Quality Learning Environment.

Purpose

To actively seeks ways to enhance wellbeing and develop sustainable partnerships with the community in creating andbuilding the future of the school. This will be achieved through engaging the school, the parents and the widercommunity in creating and building the future of the school.

'Partnerships bring mutual benefits and maximise student engagement and achievement'. (Melb. Declaration)


Blackville Public School enjoys outstanding support from all sectors of the community. Parents are actively involved in allschool initiatives and events, within the classroom and general decision making. They have developed a goodunderstanding of the schools directions and focus areas and there has been significant collaboration around directionsfor the next planning period.

The Leader In Me initiative has had significant impact across the school community. Students are using themetalanguage and are able to set personal wellbeing goals which has resulted in greater self awareness. Familiesrecognise the value of this initiative and have supported its implementation.





100% of families contribute toschool activities. This isevidenced by parents feelinginvolved in the school community,comfortable in the school settingand connected to the school.

Parent connectedness to our school is evidencedby 100% families represented at showcases andcelebrations plus working bees. Parents areconfident to contribute to school plan discussionsfor the next planning cycle. Parents volunteer towork with children on educational initiatives afterreceiving necessary training.

Attractive and functional outdoor spaces facilitatelearning. This is evidenced by photographs andsurveys.

All students have the strategiesand skills to facilitate well–beingthrough a whole school focus onstudent well– being. Schoolsatisfaction surveys indicate thatpartnerships are having theirintended impact in improvingstudent achievement and well–being

Resources for sleepover$500

The Leader In Me scope and sequence is evident inteaching programs and is delivered weekly asevidenced by students work samples and video.Small Schools event calendar contains TLIMBlackville sleepover and academic, cultural andsport events from each of the schools in thealliance. The Value of the week is timetabled andtaught resulting in students using the metalanguageas evidenced by video.

Next Steps

Parents and community will continue to be actively involved in all aspects of their child's schooling however we willendeavour to have them play a more active role in the learning initiatives on offer at Blackville Public School. Parents willunderstand and engage with Future Focused Learning through workshops, shared learning experiences and the sharingof information.

The Leader in Me will continue to be practised and taught to ensure that this philosophy is well and truly embedded in theculture of the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Wages for second teacher$11,227.46

• Aboriginal backgroundloading ($11 227.56)

The employment of a second teacher to teachthe K–2 four days per week has ensured that70% of students in this classroom aremeeting or exceeding benchmarks and allstudents are working at capacity. This isevidenced by PLAN data, a data wall andInstructional leader records.

English language proficiency

Low level adjustment for disability Wages for second teacher$1,090.90

• Low level adjustment fordisability ($11 248.00) • Low level adjustment fordisability ($670.70)

All students in Kindergarten and Year 2 are ator above the national benchmark in literacyand numeracy. This is evidenced by our datawall, class and student records plus PLANdata.

Quality Teaching, SuccessfulStudents (QTSS)

Employing casual torelease K–2 teacher

FTE 0.01

• Quality Teaching,Successful Students(QTSS) ($1 016.00)

Instructional Leader has established amentoring role and has provided feedback onlesson delivery, programming, assessmentand classroom management to ensure ourK–2 teacher is supported and students aremaking progress.

Socio–economic background Wages for second teacher$29,989.12

Ensuring our students have access to amyriad of experiences and are able to accessthe best learning opportunities that the DOEhas to offer has resulted in higher levels ofengagement for our students and increasededucational attainment. This is evidenced bysatisfaction surveys and students meeting orexceeding benchmarks.

Support for beginning teachers

Targeted student support forrefugees and new arrivals

Early Action for Success Targeted Funding FTE0.125

School based funding$5,100

The Instructional leader has supported theK–2 teacher to best assist students throughthe use of evidenced based practice, assessment techniques and modelling bestpractise.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 4 3 8 7

Girls 2 4 7 6

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.7 90.4 94.6 96.1

1 94.5 100 99.5

2 96.7 93.5 93.5

3 94.6 94 96.1 98.9

4 100 82.4 95.7 97.1

5 100 95.7 94.1

6 96.1 95.7

All Years 97 92.7 95.7 96.5

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 93.8 93.9 93.8

2 94.9 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94 93.9 93.8

6 93.4 93.3

All Years 95 94.1 94 93.9

Management of non-attendance

Blackville Public School staff are continuing toimplement proactive strategies to encourage high levelsof student attendance. An update to the schoolattendance policy has provided clear procedures forcontacting families in the event of student absence andfollow up of unexplained absences within seven days.All students are encouraged to aim for greater than90% school attendance and students who achieve thisgoal are recognised at our Presentation Daycelebrations.

Class sizes

Class Total

K-2 6

3-6 7


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 0.14

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.1

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1

Other Positions 0

*Full Time Equivalent

Blackville Public School does not currently have staffemployed who identify as being of Aboriginal heritage.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 50

Postgraduate degree 50

Professional learning and teacher accreditation

The permanent teaching staff at Blackville PublicSchool all began teaching prior to Oct 2004 and willbegin the accreditation process in 2018. Staff havecompleted some PL on the necessary processes tosatisfy requirements.

Teaching staff have attended significant ProfessionalLearning to build their capacity and skills toprovide quality teaching and learning. There has been aparticular focus on literacy in order to deliver theintended outcomes outlined in the schools strategicdirections one and two.

The Principal has attended significant Professional

Learning to build leadership capacity, increase financialmanagement skills and to establishprofessional networks.

SASS staff have engaged in differentiated professionallearning. Financial management has been the focus forthe SAM as the school moves into LMBR.

Staff at Blackville Public School value every opportunityto increase their knowledge and skills and allProfessional Learning is in line with the school'sstrategic directions and the individual's personal goals.


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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

Receipts $

Balance brought forward 37,004

Global funds 67,386

Tied funds 55,759

School & community sources 14,007

Interest 836

Trust receipts 243

Canteen 0

Total Receipts 138,231

Payments

Teaching & learning

Key Learning Areas 14,889

Excursions 7,991

Extracurricular dissections 4,305

Library 1,266

Training & Development 2,855

Tied Funds Payments 41,867

Short Term Relief 1,996

Administration & Office 6,122

Canteen Payments 0

Utilities 6,397

Maintenance 2,252

Trust Payments 254

Capital Programs 0

Total Payments 90,194

Balance carried forward 85,041

The information provided in the financial summaryincludes reporting from 24th October 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 89,156

Appropriation 85,041

Sale of Goods and Services 23

Grants and Contributions 4,092

Gain and Loss 0

Other Revenue 0

Investment Income 0

Expenses -21,662

Recurrent Expenses -21,662

Employee Related -12,965

Operating Expenses -8,697

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

67,494

Balance Carried Forward 67,494

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.


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 261,144

Base Per Capita 2,292

Base Location 12,076

Other Base 246,776

Equity Total 52,465

Equity Aboriginal 11,228

Equity Socio economic 29,989

Equity Language 0

Equity Disability 11,248

Targeted Total 0

Other Total 19,740

Grand Total 333,349

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

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.

In 2017, three students at Blackville Public School satfor the National Assessment Program. Graphicalrepresentation of student performance must not beused for cohorts of less than 10 students.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Parent/caregiver, student, teachersatisfaction

Students and parents were surveyed in 2017 with thefollowing questions. As our numbers are low (13students) the results have been left as a raw scorerather than converted to a percentage.

STUDENTS– surveyed on Quality of School Life

I am made to feel welcome at Blackville PS

Very True 13

Somewhat True 0

Not True 0

Learning Goals & Success Criteria helps me toknow how I am going at school.

Very True 11

Somewhat True 2

Not True 0

Teachers help those students who have problems.

Very True 12

Somewhat True 1

Not True 0

STUDENTS– surveyed on Science & Technology

Doing Science & Technology at school is importantto me

Very True 9

Somewhat True 4

Not True 0

I like to design and make models

Very True 12

Somewhat True 1

Not True 0

Conclusion: Students feel that they are valued andcared for at Blackville PS and they enjoy attending.They mostly like Science and Technology however it isnot a favourite subject. This survey has providedformative baseline data prior to implementing FutureFocused Learning in the next planning period.


PARENTS

What the school does well?

Parent and community relationships

Teaching children

Offer every opportunity despite isolation

Kitchen/ Garden

Cater to individual student needs

Enagaged, happy students

Encourage students to respect others and themselves

School grounds look good

Give students that need extra assistance the help theyneed

Caring, kind staff

Implement teaching practises based on research

What needs improvement?

Get a better version of National Anthem for assemblies

More office filing space and less clutter

Teachers away less for Professional Learning

Conclusion: Parents are generally pleased with theeducational provisions provided the school.

Policy requirements

Aboriginal education

Blackville Public School acknowledges and paysrespect to the traditional custodians of the land theschool is located on, the Kamilaroi people. Aboriginaleducation is embedded in our school life at Blackvilleand we educate all students about Aboriginal historyand culture. We have learned about aspects ofAboriginal culture, traditions and history in a range ofunits of work studied through Human Society and itsEnvironment (HSIE)/ History syllabus areas withintegration in other Key Learning Areas (KLAs). Blackville held NAIDOC Week activities that includedAboriginal games, storytelling, language, art andcultural awareness activities. Spring Ridge PublicSchool and Walhallow Public School joined us for a dayof celebration and fun. Blackville Public School hasworked closely with Walhallow which is a 100%Aboriginal school. This has allowed our Blackville

students and community to build a knowledge ofAboriginal education and an understanding ofAboriginal culture.

Multicultural and anti-racism education

The staff of Blackville Public School implementprograms and initiatives to ensure an inclusive schooland a learning environment free of racism. Our schoolcommunity acknowledges Australia as a multi–culturalnation. We incorporate multicultural perspectivesthrough the mandatory cultural units taught in HSIE andthrough multicultural texts used during literacy and themany information texts available in the library and ICT.

As our school community is not culturally diverse, webelieve it is crucial to maintain a focus on multiculturaleducation across the curriculum, providing learningprograms which develop the knowledge, skills andattitudes required in a culturally diverse society.

We have also been involved in the CWA country ofstudy. Students produce art work and projects on acountry, chosen by the CWA. We have been involved inChinese language lessons via Video Conferencing. Students are working towards identifying as part of anemerging world community and understandingtheir actions contribute to building this community’svalues and practices.

An anti–racism contact officer is available at the schoolto assist with anti–racism education and to promoteintercultural understanding, community harmony andensure inclusive classroom and school practices areoccurring.


2017 blackville public school annual report · memories. i know the children here will go on to do...

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