2018 beauty point public school annual report · introduction the annual report for 2018 is...

Beauty Point Public SchoolAnnual Report

2018

5212

Printed on: 31 May, 2019 of 22 Beauty Point Public School 5212 (2018)

Introduction

The Annual Report for 2018 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.

Janelle Warhurst

Principal

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

"Growing Great Human Beings Every Day"

Our vision is to provide a holistic, quality learning environment which develops confident and creative globalcitizens and leaders.

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 maximise learning in our school, for students, staff and parents. Inspired by the new School ExcellenceFramework, staff and parents are committed to ensuring that students achieve at least a year's worth of learning fromevery year of teaching.

The 2018–2020 School Plan will support our school community in creating better futures together by learning, teaching

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 322 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.


During our previous school plan, Beauty Point was ranked as Excelling in all 14 elements of the NSW School ExcellenceFramework. The school systems, structures and procedures that we have established have built upon this success in thedomains of Learning, Teaching and Leading. Our 2018 to 2020 Beauty Point Public School Plan focuses on three keystrategic directions that are leading to educational innovation for the improved delivery of the Melbourne Declaration(2008), School Excellence Framework, NSW BOSTES Australian Curriculum, Wellbeing Framework, quality teaching,improved student learning outcomes and leadership of the school. The school's evaluation of progress against theSchool Excellence Framework will inform our future educational priorities.

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. Positive and respectfulrelationships across the school helped staff engage in a productive learning environment with a common goal to developstrong, informed and resourceful learners. School learning programs address the needs of students, both individual andgroup, through differentiated learning experiences, technology for learning, and significant extra–curricular opportunities.Students with high learning support and special needs are identified early and their parents are involved in planning andsupporting learning directions. This is evidenced by Personal Learning Plans and the ongoing monitoring by teachersand the Learning and Wellbeing Team. Programs have been developed to ensure ease of transition to school forstudents and their parents. The school uses internal and external performance data such as PLAN, SENA analysis, BestStart, SMART, Business Intelligence Reports, ACER PAT assessments, ICAS tests, summative and formative classassessments, and student reports to assess student learning progress.

In line with the School Excellence Framework domain of Learning, we aim to maintain our rating of Excelling in theelements of Learning Culture, Wellbeing, Curriculum and Learning and Student Performance Measures, Assessmentand 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.

In line with the School Excellence Framework domain of Teaching, we aim to maintain our rating of Excelling in theelements 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. Although we have undergone significant changes in the schoolexecutive team, we have aimed to maintain the schools effective policies and procedures while continually identifyingand action areas that can be improved using the inclusive and distributed leadership models established by the school.

In line with the School Excellence Framework domain of Leading, we aim to maintain our rating of Excelling in theelements of Leadership, School Planning, Implementation and Reporting, School Resources and Management Practicesand 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

Strategic Direction 1: Quality Future Focused Teaching and Learning

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

Our goal is to to provide every student with quality learning and teaching experiences that are embedded in holisticcurriculum design, assessment and reporting best practice. Staff have engaged in PL, instructional leadership sessionsand collaborative planning days to build there capacity to design and implement trans–disciplinary integrated units. Staffhave engaged in PL and design sessions related to flexible furniture and the use of learning modes to increase studentengagement and outcomes. Several classes in the school have transformed their learning environments and worktogether in a team to evaluate and improve the use of 21st century learning spaces. Staff worked with the University ofSydney and the Sydney Theatre Company to integrate meaning, research based integrated drama programs into classprograms. By working with experts, staff built their capacity to improve literacy comprehension and engagement. usingquality texts, drama and performing arts.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Literacy and NumeracyImprovement measures includeall students achieving at'expected growth or above' inNAPLAN performance; andensuring all students areprogressing in their literacycluster measures for their gradelevel each term of the annualschool year.

Casual staff for Stagebased collaborativeplanning days were fundedthrough professionallearning funds at $5000.

Whole staff PL related toliteracy, drama and the arts.$3000

Teachers released to createdifferentiated and individuallearning plans for studentswith disabilities and K–6students. $2000

SLSOs employed to supportILPs and to implementteachers' programs. Fundsspent from RAM

included Low leveladjustment for disability$58000.

Differentiated teaching/learning programsdeveloped and implemented across the school.Collaborative review by staff of all students in theirstage with LS for all students who were identified asbeing in extra need to make expected growth.

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

Whole staff PL related toliteracy, drama and the arts.Funds allocated includedSchool drama program$10,000 for teacherprofessional learning andLiteracy and Numeracyfunds. Mathematicsresources were purchased$10,000 to support

Most staff engaging with future focused pedagogyto collaboratively plan differentiatedteaching/learning programs. Transdiciplinary unitsand student project based learning and worksamples to demonstrate engagement and growth inthe general capabilities.






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

improvement measures. Most staff engaging with future focused pedagogyto collaboratively plan differentiatedteaching/learning programs. Transdiciplinary unitsand student project based learning and worksamples to demonstrate engagement and growth inthe general capabilities.

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 theschool.

EAL/D teacher, EAL/Dconsultants, LS staffallocated to EAL/Dstudents.

Overall funding allocatedfrom flexible funding forEnglish languageproficiency $52,000 and afurther $10,000 forprofessional learning in thisarea for the EAL/D teacherand K–6 teachers.

The schools dedicated EAL/D teacher regularlyassesses all students identified and works with staffto measure their progression on the EAL/D scales.EAL/D staff and LS staff provided targetedassistance to all students who are beginning andemerging.

Next Steps

Beauty Point will continue to evaluate and improve the use of learning modes and flexible furniture aiming to expand theinitiative to more classes in 2019. We will again work with experts from the University of Sydney and the Sydney TheatreCompany to design action learning projects in Stage groups targeted to the needs of each stage. The learning willinvolve staff in all aspects of the project design and implementation using expert data collection and pedagogical input. .



Strategic Direction 2: Active, Informed, Confident and Creative Citizens

Purpose

To create innovative and personalised learning opportunities in which all students are encouraged to take risks, create,collaborate, think critically and reflect on their learning.

To ensure that all students are engaged and challenged by effective, purposeful school and classroom activities thatmeet student learning needs, interests and aspirations.


Staff have worked collaboratively to build highly engaging trans– disciplinary units that incorporate performing and visualarts, quality texts, STEM and design thinking. Our real world problem solving and project based learning is designed toinspire students to take a passionate interest in their surroundings and applying themselves to improving their world.Staff have worked in teams to completely redesign the schools value system and PBL structures. The new system is inprogress and reflects the needs of the current students using language and goals they both understand and have hadinput into. The school has expanded it's considerable extra–curricula activities to include more art, music, technology,science and mindfulness based clubs and activities. These have helped to engage students in more active participationand provide opportunities for students with social or emotional difficulties to interact with more students in a controlledand creative environment.





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.

Staff PL related to PositiveBehaviour for Learning.Assistant principal andprincipal have attendedseveral profession learningdays and resources havebeen purchased. $5000

All staff have been involved in the early drafts of anew school PBL wellbeing, behaviour and rewardssystem to be developed and launched in 2019.

School projects and wellbeingprograms feature engagement ofall staff and students, as well asextensive communityparticipation, as evidencedthrough Sentral data, observationand feedback.

Sydney Theatre Companyprojects and PL forengagement andmotivation.

All Stages and staff collaboratively developedengaging transdisciplinary units. The school hasworked with various outside bodies and communitygroups including the University of Sydney and theState Theatre Company. Student engagementthrough surveys including TTFM shows above stateaverage engagement.

Next Steps

Staff and students will continue to evaluate, and design a school wide wellbeing system including rewards, procedures,guides and lessons. A Term 2 2019 project release date is currently scheduled. Beauty Point will continue to grow it'scommunity partnerships in 2019 to improve student engagement with their wider community. Increased extra–curricularactivities will be expanded to in class programs related to performing arts, music, drama and dance.



Strategic Direction 3: Excellence in Leadership to Collaborate, Communicate and Connect

Purpose

Sustaining 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 inspire 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 Developing a culture of school excellence

–Fostering a school–wide culture of high expectations through a shared sense of responsibility for student engagement.

3.2 Developing teacher excellence

– Building the capacity of staff to be high quality practitioners and leaders.

3.3 Developing school systems

– Establishing self–sustaining and self–improving systems to increase collective efficacy.





To ensure all staff meet NESAaccreditation standards.

All early career teachers have mentors and areworking towards accreditation. All staff atmaintenance level are working in a group with execstaff to monitor and prepare for maintenance.

To ensure extensive awarenessof, and involvement in,school–wide leadership programsfor parents of the school.

School Curriculum andLearning Parent Night.Cyber safety communityevening and studentpresentation

All Stages have worked with parents on communityand learning projects including art fundraisers, andcurriculum learning. The school has run communityeducation, feedback and future developmentsessions open to all parents, related to curriculumlearning and cyber safety.

To develop shared evaluativeprocesses and governanceprocedures with the StudentRepresentative Council andSchool Council to drive SchoolExcellence and annualself–assessment priorities acrossthe school.

Consolation withoutlearning space providers

The Principal and other staff have worked directlywith the SRC and other student focus groups todesign school wellbeing initiatives, outdoor learningspaces, school performance reviews and studentlearning initiatives.

Next Steps

• Continued school wide implementation of the new financial tools 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 and staff engagement in the implementation of the new school wide PBL learning project


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency EAL/D teacher, EAL/Dconsultants, LS staffallocated to EAL/Dstudents.

Overall funding allocatedfrom flexible funding forEnglish languageproficiency $52,000 and afurther $10,000 forprofessional learning in thisarea for the EAL/D teacherand K–6 teachers.

Teachers using the EAL/D progressions andintegration of EAL/D students through teamteaching and an emphasis in K–6 classroomson identity and diversity.

Low level adjustment for disability Comprehensive andextensive LaST and SLSOprograms through effectiveplanning, identification ofneeds and ILPs which arereviewed regularly by theL&S team and parents.$58,00 for L&S teacher andSLSO support fromcommunity funds donatedby P&C for these programs.

Improved outcomes for students with specialneeds and strong parental satisfaction withteachers and students supported.

Quality Teaching, SuccessfulStudents (QTSS)

Instructional leaders andexecutive team released tomentor classroom teachersand provide extensivestrategies. $52000 of QTSSfunds used to releaseexecutive team of threeassistant principals formentoring each week.

Early career teachers and teachers at allcareer levels demonstrating innovation inteaching and learning and strengtheningformative assessment strategies.

Support for beginning teachers Teachers released weeklyand the utilisation of funds$10,000 for two beginningteachers. Observations andmentoring programs forteachers each week.

Achievement of accreditation at proficiencyfor teachers and teachers working in teams .S3 team including a beginning teacherpresenting to peers and colleagues from otherschools on flexible teaching and learning.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 164 171 158 163

Girls 139 140 144 157

Student numbers are continuing to be steady and in2019, Beauty Point Public School has an enrolment of308 students.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.1 95.7 96.4 95

1 95.9 95.4 95.6 94.1

2 96.7 95.6 96.2 94.1

3 96.5 96 95.9 94.5

4 97 96.1 96.2 93.7

5 95.4 96.6 95.5 96.1

6 95 95.7 95.9 94.8

All Years 96 95.8 95.9 94.6

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

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 Student Well being Team reviews the

attendance data and outcomes of schoolcommunication with parents to improve studentattendance.

• together with the Home School Liaison Office(HSLO), students are identified whose attendanceis of great concern.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 11.58

Learning and Support Teacher(s) 0.4

Teacher Librarian 0.8

School Administration and SupportStaff

2.82

*Full Time Equivalent

There are 23 staff at Beauty Point Public School. Theyconsist of 20 teaching staff and 3 school administrationstaff.

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 20

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Beauty Point Public School staff in2018/19. With the release of a different funding modeland research supporting teacher quality being thesingle largest indicator of student success, this was afocus area for us.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 665,933

Revenue 3,028,751

Appropriation 2,580,065

Sale of Goods and Services 5,621

Grants and Contributions 428,926

Gain and Loss 0

Other Revenue 2,625

Investment Income 11,515

Expenses -2,818,985

Recurrent Expenses -2,818,985

Employee Related -2,285,648

Operating Expenses -533,336

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

209,766

Balance Carried Forward 875,699


In 2018–19 school funds were used to purchase flexiblefurniture to support professional flexible teaching andlearning and future focused learning in collaborationwith the Futures Unit at Australian Technology Park,Sydney Theatre Company. Professional learning withSmart supported the new Smart technology in everyclassroom (13). Boards were purchased through P&Cfunds.

Funds available will be used for the Playground MasterPlan and for action learning professional learning whenteachers will be released to analyse student Writingand teacher practice.

Financial governance has been through the schoolexecutive team and P&C executive as Governance bythe School Council was suspended after thesubstantive principal and School Council communityrepresentatives believed that there were issues. to besolved. In 2019 the School Council may be reinstated.

Financial summary equity funding

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


2018 Actual ($)

Base Total 2,283,968

Base Per Capita 58,398

Base Location 0

Other Base 2,225,570

Equity Total 117,217

Equity Aboriginal 0

Equity Socio economic 1,226

Equity Language 58,377

Equity Disability 57,614

Targeted Total 13,334

Other Total 56,141

Grand Total 2,470,660

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments. Almost 80% of Year 3 studentsachieved in the top two bands in Reading and 60% ofYear 5 students achieved in the top two bands inReading.

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

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.


Students in Year 3 and Year 5 continue to demonstrateimprovement and achievement in NAPLAN assessmentin Literacy. Students in Year 3 this year showed acontinued positive trend of increasing performanceabove National Minimum Standards. Across Reading,Writing, Spelling and Grammar and Punctuation, therehave been measurable reductions in the number ofstudents achieving below National Minimum Standards.

Band 1 2 3 4 5 6

Percentage of students 0.0 0.0 5.1 38.5 12.8 43.6

School avg 2016-2018 0 0 6.4 17.6 21.6 54.4


Band 1 2 3 4 5 6


School avg 2016-2018 0 0.8 4 13.6 25.6 56

Band 1 2 3 4 5 6


School avg 2016-2018 0 1.6 4 12 30.4 52

Band 1 2 3 4 5 6


School avg 2016-2018 0 0 8 24 45.6 22.4


Band 3 4 5 6 7 8


School avg 2016-2018 0 1 4.9 21.4 24.3 48.5

Band 3 4 5 6 7 8


School avg 2016-2018 0 1.9 6.8 24.3 35 32

Band 3 4 5 6 7 8


School avg 2016-2018 0 1 10.7 36.9 26.2 25.2


Band 3 4 5 6 7 8


School avg 2016-2018 0 0 25.2 46.6 16.5 11.7

Students in Years 3 and 5 have demonstratedcontinued strong achievement and growth inNumeracy. When compared to 2017 achievement therehas been a considerable increase in the number ofstudents achieving bands 4 and 6 in Year 3. There hasalso been a significant increase in the number ofstudents achieving in bands 4 and 5 in Year 5.Numeracy will continue to be a focus of developmentfor teachers in 2019 with targeted professional learningembedded into K–6 Mathematics programs.


Band 1 2 3 4 5 6


School avg 2016-2018 0 0.8 8.2 14.8 29.5 46.7

Band 3 4 5 6 7 8


School avg 2016-2018 0 1.9 5.8 26.2 33 33


Schools are required to identify the percentages ofstudents in the top two bands of NAPLAN. 80% of Year3 students at Beauty Point were in the top two bandsfor Reading. 68% of Year 3 students were in the toptwo bands for Numeracy. In Year 5, 60% of studentswere in the top two bands for both Literacy andNumeracy.


Parent/caregiver, student, teachersatisfaction

Parents and caregivers have expressed satisfaction inregard to class formations, teaching and office staffprofessionalism, sun safety policy development andstrategies, review of Student well being and launch ofPositive behaviour for Learning whole school focus,new buildings and resourcing. Student satisfaction datais improved as measured by tell Them from me Data inregard to belonging, engagement, effort, participation insport and values.

Teachers have felt more supported in catering forstudents with special needs and resourcing for thesestudents. Teachers are encouraged and inspired by ourcurrent action learning project and professional learningprograms in 2018 as indicated by 100% of staff in asurvey.

Policy requirements

Aboriginal education

We are currently working with our Aboriginal EducationTeam in Northern Sydney region to revise our policyand programming in Aboriginal Education. Ourexecutive team and teachers will create curriculumwhich embeds indigenous perspectives throughout theyear rather than just on special events such asNAIDOC, reconciliation Week and Sorry Day. Guidancefrom Clarence Bruinsma will be sought on how to dothis authentically in all our classrooms rather than theAboriginal Education curriculum being tokenistic. Wewill honour and restore our Aboriginal rock engraving.(One of the only ones in a school in NSW).

Multicultural and anti-racism education

At Beauty Point we embrace multiculturalism and thethirty percent of our students who speak a languageother than English at home. Our EAL/D teacher worksthree days a week with one of these days funded by theNew Arrivals program. Currently our EAL/D teachersworks mostly with emerging and developing studentswith one student at the beginning level on directinstruction. At beauty point we engage in multiculturaleducation through classroom units of work such as MyPlace and the recognition of the many cultures in ourschool and in Australia.

Anti racism at Beauty Point is currently being revitalisedwith a teacher attending the ARCO PL in 2019 and withthe vision that all teachers will be up skilled this year.We have an emphasis on embracing diversity at BeautyPoint and classroom lessons and activities are centredaround ensuring that all students and communitymembers are safe and treated fairly and respectfully.


2018 beauty point public school annual report · introduction the annual report for 2018 is...

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