2018 Barrack Heights Public School Annual Report€¦ · Barrack Heights Public School 25 Hunter Street BARRACK HEIGHTS, 2528 [email protected] 4296 4222 Page 2 of

Barrack Heights Public SchoolAnnual Report

2018

4501

Printed on: 30 May, 2019Page 1 of 26 Barrack Heights Public School 4501 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Barrack Heights 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.

Skye Seymour

Principal

School contact details

Barrack Heights Public School25 Hunter StreetBARRACK HEIGHTS, 2528www.barrackht-p.schools.nsw.edu.aubarrackht-p.school@det.nsw.edu.au4296 4222


Message from the Principal

Barrack Heights Public School continues to be committed to providing our students with the opportunity to achieve theirpersonal best through engaged, active learning in a safe, respectful and supportive environment. It is our belief andexpectation that all students can achieve and reach their full potential through quality teaching and learning programs.Our school culture is driven by a caring, dynamic and focused team of teachers and support staff who engage ourstudents and deliver relevant curriculum that connects our learners to the world outside our school. We strive to createan environment where our students are encouraged to be active participants in their learning and work towards achievingtheir individual goals.

In 2018, our students continued to be involved in activities that took place outside the boundaries of the traditionalclassroom, enabling them to become more rounded individuals and citizens. Three key directions underpin our school'ssuccess: Learning, Teaching and Leading. These directions have been the driving force behind the diverse range ofopportunities our students have been afforded.

Our school team has worked closely with key stakeholders to implement our strategic plan in order to meet theeducational, academic, social and emotional wellbeing needs of students. Our goal is to continue to work in partnershipwith our community to nurture the development of confident and creative individuals; active and informed citizens andsuccessful lifelong learners, in our changing world. Continuing to provide an inclusive environment; a place where allstudents are nurtured and encouraged to achieve their personal best.

We look forward to continuing to work as a school committed to a positive school culture and creating a stimulating,future–focused environment where our students are afforded every opportunity to ensure that they succeed as learners,leaders and citizens.

Warm regards,

Skye Seymour

Principal

Message from the school community

The P&C raised massive amount of money in the 2018 school year. We had a strong team of parents and communitymembers who came up with some exciting initiatives throughout the year to support the school. We raised money for avariety of initiatives through fund raising all year, including some of our regular fund raisers like Easter GuessingCompetition and Mother's and Father's Day Stalls. The committee was brand new last year and still finding our way andwanted to bring extra things into the school for supporting our school and community. We started the Pie Drive, Fun Run,School Disco and the Christmas Guessing competition (which hasn't been run in a few years).

We raised over $15,000 last year from running the above fund raisers. This has helped the P&C contribute funds towardsthe goal posts, Dance 2BFit program, funding the school stream app and purchasing kindergarten hats.

Kind Regards,

Kally McLean

P&C President


School background

School vision statement

Barrack Heights Public School will be the community's leader of education – enabling engagement, innovation andshared partnerships in learning for all – ensuring a rewarding and productive contribution to society.

School context

Barrack Heights Public School is located within the Shellharbour City Council local government area. The school has anenrolment of approximately 240 students from Kindergarten to Year 6. 23% of students are Aboriginal and 19% ofstudents have English as a Second Language. The school also hosts three support classes, one Autism and two MultiCategorical.

The school successfully caters for students from diverse language, cultural and socio–economic backgrounds. It aims todevelop the whole child and cater for individual differences, providing many programs to support specific needs.

Barrack Heights Public School is currently participating in the Early Action For Success strategy (commenced T2, 2014)which will continue until the end of 2019.

The school continues to build on quality teaching, learning and leadership practices with a focus on improving studentresults in literacy and numeracy. The school implements a dynamic, innovative and differentiated professional learningmodel to enhance teaching, learning and leadership practices across the school.

All our classrooms provide differentiated learning opportunities for each of our students, and are supported by programssuch as You Can Do It; Safe4kids; Kindness on Purpose; Choice Theory, Reality Therapy and Lead Management; theMALPA Project; as well as working with staff from the Warilla and Lake Heights Community of Schools.

Please refer to the Barrack Heights Public School's "Window of Certainty" for further detail on our school's Outcomes,Beliefs and Values.

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school'sprogress, aligned with the standards articulated in the School Excellence Framework.

As a result of the External Validation process, an on–balance judgement for the entire Learning Domain places theschool at Sustaining and Growing. Our on–balance judgement for each element is as follows:

* Learning Culture – As evidenced throughout the data sets within the project areas, we are Sustaining and Growing inthis area. There is demonstrated commitment of high expectation within the school community that all students makelearning progress. Strong positive partnerships with parents and carers support clear student improvement goals andplanning for learning. School transition teams work collaboratively with local pre–schools and high schools to collect andanalyse information to inform and support students' at key transition points including, Year 6 to Year 7, pre–school tokindergarten and in–school transitions. In addition, executive and teachers, along with the Learning and Support team,engage early with parents and carers of students whose continuity of learning is at risk.

* Wellbeing – At BHPS we are Excelling with a strategic and planned approach to support the cognitive, emotional,social, physical and environmental wellbeing of students. This is evidenced by the school's integrated approach towellbeing as represented by each cog in our wellbeing wheel. It is evident, all children are known, valued and cared for.The school's integrated approach to wellbeing ensures that students have regular opportunities to meet with an identifiedstaff member who can provide advice, support and assistant students to fulfil their potential. Teachers along with theSchool Learning and Support Team share a collective responsibility for student learning and success, which is shared byparents and students. Planning for learning is informed by sound holistic information about each student's wellbeing andlearning needs, in consultation with parents and carers. All staff are trained in the use of choice theory – reality therapy


(strategies) and it is evident in all conversations between student and teacher, teacher and teacher. Choice theory andreality therapy is the foundation at Barrack Heights PS, directly supporting an empathetic and holistic approach tostudent wellbeing. Barrack Heights Public School is a You Can Do It school that invests funds and resources to ensurethe You Can Do It program is successfully implemented and embedded across the school. This program is heavilyunderpinned by both 'growth mindset' and 'accepting myself' elements and incorporates the programs five keys tosuccess; Getting Along, Organisation, Persistence, Confidence and Resilience.

* Curriculum – BHPS is Sustaining and Growing in the area of curriculum. Through systematic processes to identifylearning needs and differentiated curriculum delivery we are working on streamlining our curriculum processes to ensurewe are catering for the needs of all learners. Stage Assistant Principals consultatively and collaboratively work withteachers, regularly reviewing scope and sequences and units of work to ensure teachers plan appropriate programs anddifferentiate lessons based on learning needs as is evidenced in the Literacy and Numeracy project area.

* Assessment – The on–balance judgement in the area of Assessment demonstrates we are working towards Sustainingand Growing. As an Early Action for Success school there is clear evidence, in the areas of literacy and numeracy, thatteachers routinely use evidence of learning. It also highlights we are working towards all teachers using a range offormative assessment practices to inform their teaching, adapt their practice and meeting learning needs of students.

* Reporting – BHPS is Sustaining and Growing in the area of Reporting. The school has clear structures and processesto ensure whole school reporting processes result in parents and carers being provided with clear information on whatand how well their child is learning. The school uses Sentral reports to collate data on student's academic growth,non–academic and cross–curriculum data. Student reports are personalised with the student's learning progress andachievement. Parents are invited to scheduled parent teacher interviews to discuss their child's progress and throughoutthe year, encouraged to make an appointment with their child's teacher if they have any cause for concern.

*Student Performance Measures – The on–balance judgement of this area demonstrated we are Delivering in StudentPerformance Measures. As a school, we working on streamlining our processes to support student performancemeasures and practices across K–6. Our value added data requires a shift, as does student growth in both English andmathematics.

Future Directions for the Learning Domain: • The school executive team, collaboratively with teachers, will continue to review, develop and incorporate

strategies to increase the percentage of students in the top two bands for reading and numeracy. We will continueworking towards all students moving toward the higher bands (moving the bottom to the middle and moving themiddle to the top).

• The Learning and Support Team will continue to lead and support teachers with strategies for students withadditional needs. Additionally, we will continue to review school wide systems and processes for collecting,analysing and reporting local and external data on student and school performance.

• Ongoing professional development to enable teachers to develop a sophisticated understanding of students anduse of student assessment data (e.g. value–added, statistical significance) as well as evidence–based teachingstrategies that will be led through the Visible Learning team.

• Evaluation of current policies, programs and processes for tracking assessment data in order to monitor studentachievements and gaps from Kindergarten through to Year 6.

• Continue to implement the recently streamlined whole school approach to wellbeing, making our school asafe,effective teaching and learning environment that enables students to be healthy, happy, successful andproductive students.

• Increase community engagement opportunities for parents and carers to engage, building their understanding oflearning processes and school programs.

As a result of the External Validation process, an on–balance judgement for the entire Teaching Domain places theschool at Sustaining and Growing. Our on–balance judgement for each element is as follows:

* Effective Classroom Practice – From deep analysis of our data sets, we are working towards Sustaining and Growing inthis area. We are beginning to consistently use evidence–based research practices to implement the most effectiveteaching methods. Teachers review and revise their teaching with a strong focus on literacy and numeracy, whilst ourexecutive team supports them to implement quality practice.

* Data Skills and Use – In this area we are Delivering. We are on the journey to consistently use student assessmentdata to inform school directions and identify student progress. There is a focus on monitoring student performance dataand set targets. All executive completed SCOUT training in 2018 that focused on analysis and interpretation of data. Allteachers are working towards understanding how to interpret and analyse data to drive teaching and learningsequences.

* Professional Standards – We believe we are Sustaining and Growing in the area of Professional Standards. There arewhole school processes that lead staff through the Performance and Development Framework and support teachers in


their development. These structures encourage all staff to take responsibility for maintaining and developing theirprofessional standards. Staff attainment of professional standards forms part of their performance and developmentrequirements and teachers are encouraged and supported to pursue levels of higher accreditation. All associated staffprofessional learning is aligned to the school plan, Australian Professional Standards for Teachers, Australian PrincipalStandard and the Great Teaching Inspired Learning reform.

* Learning and Development – Our on–balance judgement for Learning and Development is working towards Sustainingand Growing. We are dedicated to developing professional learning that has an impact on the quality of the teaching.Currently teachers are engaging in professional learning that aligns to school priorities and there are processes in placeto enhance teacher performance and development as evidenced within the project areas.

Future Directions for the Teaching Domain: • Introduction of cyclic stage planning and data days for each stage. One stage planning day and one data day per

term. This will support teachers to review the content of their planned teaching and make necessary adjustment. • Moving forwards as a school we need to review how teachers decide what to teach next and the time allocated to

various parts of the curriculum. A larger focus needs to be placed on using evidence–based teaching practices andtime allocated to streamline all K–6 scope and sequences, teaching and learning programs and teacher timetables.

• Establish Visible Learning Team that includes executive and teachers across K–6 to plan, implemented andevaluate consistent K–6 visible learning and formative and summative assessment across the school workingtowards increased student engagement and student learning outcomes.

• Establish a K–6 Curriculum Team that will work collaboratively with teachers to review and update all K–6 scopeand sequence documents, teacher timetables along with K–6 programs ensuring NESA compliance.

• Evaluate effectiveness of current mentoring programs and implement identified mentoring/coaching strategies thatfocus on teacher collaboration within and across stages. This will support consistency of curriculum delivery,including strategies for differentiation and consistent teacher judgement.

• Continue to refine and implement the school's K–2 Language Program that combines phonics and whole languageacross K–6 in 2019. This will be achieved through strategic professional learning for teachers that will be deliveredby the school's Early Action for Success Instructional Leader and the school's speech therapist workingconsultatively with stage Assistant Principals.

As a result of the External Validation process, an on–balance judgement for the entire Leading Domain places theschool at Sustaining and Growing. Our on–balance judgement for each element is as follows:

* Educational Leadership – From our deep analysis of school processes and practices it is evident that we are workingtowards Sustaining and Growing in this area. The leadership team supports community engagement and develops aculture of high expectations. Parents, carers and community members are provided with opportunities to engage with theschool and they are positive about school provisions. There are strong links with outside agencies and our community ofschools.

* School Planning, Implementation and Reporting – We are Sustaining and Growing in this element of the SchoolExcellence Framework. We consider the school plan as the core document that is used for continuous improvement anda means to stay on track with the school and community vision. All stakeholders were engaged in the finalisation of theschool plan through participation in nominated Process Action Team, that directly aligned to each strategic direction.There are twelve Process Action Teams led by an executive and comprised of staff across the school who monitor andevaluate milestones.

* School Resources – It is evident that we are Sustaining and Growing in a coordinated strategic approach to the use ofresources to improve student outcomes. Systematic processes are in place to ensure resources, both financial andhuman, are used effectively. The schools financial and physical resources are well maintained within the constraints ofthe school budget and accurately aligned to RAM funds for locally created teaching positions.

* Management Practices and Processes – We are working towards Delivering structures and systems that underpinongoing school improvement. The school leadership team communicates school priorities clearly and administrativepractices effectively support school operations.

Future directions for the Leading Domain: • Leaders evaluate their area as identified within the school plan. The school's leadership team will support each

Process Team to investigate options for parent and community feedback for each area in the school plan. Someoptions are: TTFM surveys, school created surveys and the School Assessment Tool (Reflection Matrix). This willassist in fostering a culture of collaboration between the school and community.

• Consultatively with Aunty Patty (BHPS's Elder), Uncle G (BHPS's Elder) and P&C committee, request feedbackfrom the school community on learning needs of parents and care givers. This will assist in providing a targetedand systematic approach for us of staff and students to facilitate parent workshops and learning opportunities forthe community, such as; how students learn, understanding your child's behaviour, strategies to support your


child's wellbeing, strategies to support your child's learning, social media, etc. • Executive leadership development will continue to be central to building staff capacity. This will be achieved

through the continued implementation of the school's developed BHPS Educational Leadership PL Program whereexecutive use a book club style approach to explore a range of professional publication from but not limited toCESE publications, ATSIL and DoE. Discussion for each publication focuses on: Where are we now? Where dowe need to go? What does this mean for me in my classroom? What does this mean for my stage? What doesbest practice look like and what changes will I need to make to achieve it? Early 2019, base–line data will becollected for all participants using the ATSIL School Leader Self–Assessment Tool and the ATSIL 360 degreesReflection Tool. The base–line data will be compared with data at the end of 2019 to identify improvement.

• Continue to build links with partner primary schools and feeder secondary schools, both within and beyond theWarilla Community of Schools (Warilla HS, Warilla PS, Shellharbour PS, Shell Cove PS, Flinders PS). Continue tonurture positive relationships with Mount Warrigal PS, Warilla North PS, Oak Flats HS and Lake Illawarra HS. Thiswill enable a greater sharing of school resources, teacher expertise and student information. This will be achievedthrough active participant at COS meetings, Principal Network meetings, ongoing support and participate in currentCOS programs; COS Public Speaking Competition, etc.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

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


Strategic Direction 1

Learning

Purpose

Inclusive and individualised learning

Learning is inclusive, differentiated and individualised to optimise learning pathways through rich learning experiences.Collaborative partnerships with parents and students support clear improvement measures including documented goalsetting and planning for individual learning needs.

Overall summary of progress

In 2018, Barrack Heights Public School made Learning one of the key strategic directions in our school plan. Our visionis to make learning inclusive, differentiated and individualised, optimising learning pathways for all students and staffthrough rich learning experiences. Working collaboratively with parents and students, we have supported a shift towardsclear improvement measures through the use of goal setting and planning for individualised learning needs. Our focus onwellbeing practices to support learning in classrooms has ensured we are supporting all students and staff in thisessential area.

At BHPS, we have made the following progress in the strategic direction of Learning: • All teachers effectively created ILPs and PLPs using smart goals in collaboration with parents/carers and reviewed

and updated these each term. • Welfare programs and procedures have begun to be streamlined through collaboration and creative planning with

the Wellbeing Team. • Students are engaged in strategically planned and targeted individual, small group whole class activities that

support language. • Effective creation of a Language Project led by our K–2 Instructional Leader and Speech Therapist, targeting and

making significant gain in identified students in the area of language. • Teachers effectively experimented with 'play' lessons in their You Can Do It (YCDI) programs, developing

opportunities for students to learn through play. • Our Wellbeing Team developed an active Wellbeing Policy and Guidelines that is reflective of all the practices and

systems established in the school. • The school Wellbeing Team proactively analysed data from Sentral to ensure that supports are in place for all

students. All staff are able to enter in the data and access the triangulated and pivot chart analysis. • All staff, including casuals, are using a common language and have a deep understanding of the expectations for

each setting across the school. • All staff have a deep understanding of the Barrack Heights Integrated Approach to Wellbeing cycle. • YCDI is being taught in all classrooms and students are provided with immediate feedback using the common

language of YCDI and the school values. • Data collected and collated on the different cultural groups within the school and culturally focused initiatives were

developed to provide an inclusive environment for all students. (Mens Group, Girl's Group)

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Professional learning supportsstaff to provide timely feedback tostudents using a variety ofmethodology

Professional Learning andTeacher relief: $ 3,500

BHPS began the Visible Learning journey in 2018,with many professional learning opportunitiesfocused on developing and strengthening the areaof feedback to students. Learning around the use ofSMART goals and mentoring of staff allowed allstaff to confidently write and review SMARTlearning goals for all students and begin to embedfeedback practices in this process.

Increased student understandingof when and why assessment isundertaken

Visible Learning: $4,800 Through the Visible Learning journey, staff weretaken through the 'why' assessment is important indetermining learning goals for students. In 2018,






Increased student understandingof when and why assessment isundertaken

the school focused on staff development andunderstanding of assessment to ensure we have astrong understanding of why and how assessmentcan be used effectively to drive student learningoutcomes. Professional learning in the area ofVisible Learning has ensured staff are on the pathto effectively using assessment across the school.

Increased partnerships withparents and students to supportclear improvement aims andplanning for learning

Learning Support TeamProcesses – Hire of SLSO:$12,000

In 2018, the Learning and Support Team (LST)started on the journey to overhaul practices andprocedures. There was a focus on developingstrong partnerships with parents and community byimprovements in communication procedures. TheLST surveyed parents and carers to gain anunderstanding of what they knew and how they feltthey could be better informed. The LST then beganthe process of creating supportive structures toensure we can develop positive partnerships in thisarea to support the learning needs of all students.

Implementation of evidencebased adjustments to wholeschool practices, resulting inmeasurable improvements inwellbeing and engagement tosupport learning

You Can Do It: $870

Above EstablishmentDeputy Principal: $154,000

SASS position: $59,000

In 2018, an above establishment Deputy Principal(DP) was employed to streamline and improvewhole school wellbeing practices. There was astrong focus on establishing clear and effectiveprocedures for supporting whole school wellbeing.This was supported by the employment of a SchoolAdministration Officer to assist in the planning andprogramming of these programs. The DP leadsignificant adjustments to whole school practices byestablishing guidelines for playground andclassroom expectations with a strong focus on thepositive engagement of students to support theirlearning in classrooms.

Next Steps

Looking towards 2019, BHPS has identified the following next steps in Learning: • Identify and evaluate results and effectiveness of Stage 2 support programs. • Begin classroom and peer observations with all staff to ensure quality teaching practice is a common school goal. • Instructional Leaders drive the use of SMART goals with all staff members. • New Learning and Support processes to be in place, enabling parents to give input and receive feedback from

Learning Support Team. • Increased parent understanding of Learning Support Team processes and how BHPS is supporting students using

this process. • Teachers effectively collect and use data to show growth from student pre– and post–assessment data in the

areas of literacy and numeracy. • Obvious decline in incidents on Sentral data for playground. • "It's Not Mess It's... " competition conducted and winning designs transferred on large banners to educate

community. • Effective parent communication shared with parents/carers through our weekly school newsletter in relation to our

Play program and the advantages of free play.



Teaching

Purpose

Excellence and accountability in teaching practices

To ensure whole school excellence and optimal learning environments are driven by assessment data, targetedprofessional learning, evidence based teaching strategies and effective classroom management with a focus on literacyand numeracy across all curriculum areas.


In 2018, Barrack Heights Public School made Teaching the second key strategic directions in our school plan. Ourvision is to ensure whole school excellence and optimal learning learning environments is driven by assessment data,targeted professional learning, evidence based teaching strategies and effective classroom management. Ensuring thereis always a strong focus on literacy and numeracy across all curriculum areas is a key component in creating a strongteaching culture.

At BHPS, we have made the following progress in the strategic direction of Teaching: • 100% of students K–4 landed on all of the six relevant Numeracy Progressions sub elements in 'Number sense

and algebra'. • Teachers are more effectively using research–based pedagogies when implementing the Mathematics Syllabus

and Numeracy Progressions; this is driven by our Instructional Leader. • All K to 2 Teachers are using the scope and sequence to confidently implement the BHPS Language Program

through their active engagement in professional learning and team teaching. • Instructional Leader's and K–4 staff applying effective feedback strategies with colleagues and students. • A school wide approach to effective and positive classroom practices is evident.





Teachers increased confidence,knowledge and skill in deliveringand assessing high–quality,differentiated learning inmathematics. Students areengaged and increasinglyimproving their understanding ofmathematics across the school.

Mathematics ProgressionsTraining and Development:$3,950

Building NumeracyLeadership Program:$3,500

In 2018, a BNL (Building Numeracy Leadership)Team was established through our EAfSinvolvement. Professional learning opportunities forthe leaders saw a dramatic increase in theirunderstanding and knowledge of how to bestdifferentiate the learning in Mathematics. In–schoolprofessional learning opportunities were created,along with mentoring sessions which supportedstaff in building their understanding in this area.Unfortunately, a number of the BNL team movedschools during the year, causing the initiative to beput on hold until 2019.

Teachers use a range of explicitstrategies to explain andbreakdown knowledge inlanguage skills – resultingin measurable improvement inexpressive, receptive languageskill; phonics; phonemicawareness; and spelling.

Language Project: $41,300

Professional Learning andteacher release: $10,000

K–2 teachers were guided through the schooldeveloped Language Project by the K–2Instructional Leader and hired Speech Therapist. Allteachers have a growing understanding of thesequence of learning required for all students andwere supported with addressing the needs ofidentified students with significant language delays.Whilst progress was made, significant support isstill required to ensure all student learning needsare met in this area.

Increased use and collection ofdata to measure studentimprovement, inform initiativesand provide effective and timely

Professional Learning andrelease to work withInstructional Leader:$11,500

In 2018, our three Instructional Leaders workedclosely with all staff to guide the effective collectionand use of data. This development opportunity hasseen an improvement in staff understanding on how






feedback across the school and when to use data and feedback practices,however this is an area of future development.

Increased staff confidence andunderstanding of productivelearning environments, withstudent engagementdemonstrating understanding ofpersonal learning goals.

Visible Learning: $4,800

Effective ClassroomPractice PL: $6,900

In 2018, five teachers completed the "EffectiveClassroom Practice" program. Teachersparticipated in ten two hour face–to–faceworkshops that enabled them to developknowledge and expertise in: building positiverelationships, establishing effective classroomenvironments, active supervision, classroomexpectations, acknowledging, expected behaviour,opportunities to respond, activity sequence andchoice, classroom procedures and routines,responding to problem behaviour and task difficulty.This has been a key focus area in our TeachingStrategic Direction and improving staff confidencein establishing a supportive learning environment.

Next Steps

Looking towards 2019, BHPS has identified the following next steps in Teaching: • Revise mathematics survey of K–4 students regarding attitudes to maths and compare results to 2018 data. • Determine how to re–implement the BNL project now that only one staff member remains from the initial group. • Plan data entry for phonological awareness, phonic knowledge and word recognition. • Post data presented to the executive staff. • Share the success of the Language Project by ensuring full detailed reports are available on the faculty drive. • Refine identified areas of the Language project and spread the professional learning and intervention to Stage 2. • All teachers to complete SCOUT PL delivered by CESE onsite. To learn how to use data effectively to drive

teaching and learning processes. • Share expertise of 'Effective Classroom Practice' professional learning with all BHPS staff.



Leading

Purpose

Flexible, innovative and responsive leadership

To create a self–sustaining and self–improving community that supports the highest level of learning, teaching andwell–being.


In 2018, Barrack Heights Public School made Leading the third key strategic directions in our school plan. Our vision isto create an environment where flexible, innovative and responsive leadership can flourish was a strong focus throughoutthe year. Our aim to create a self–sustaining and self–improving community that supports the highest level of of learning,teaching and leading continued to be at the forefront of school based decisions.

At BHPS, we have made the following progress in the strategic direction of Leading: • Formal mentor program established for aspiring leaders. • All school leaders completed 360 degree tool and use results for future professional learning working towards

continuous self–improvement. • All school executive and aspiring leaders understand and work across both Teacher Standards and Principal

Standard to develop leadership skills. • All executive regularly access technology and professional learning working towards improved ICT knowledge and

skill to support 21st century learning and teaching to increase student engagement and skill in communication,collaboration, critical thinking and creativity.

• PATCH was offered however there was no interest from parents at this stage. • Koori Catch–up Afternoon Tea was successful. • Kiss & Drop successfully negotiated and implemented with Shellharbour Council, working well. • NADIOC Celebration week extremely successful with lots of parents and community members supporting the

school by attending celebrations. • Extensive articles added throughout the year for community associated with wellbeing, learning, accessing family

services if needed. • School provided several hampers throughout the year to support families in need. • The P&C committee was re–established this year after two years of inactivity. All positions were filled and

extensive fundraisers conducted.





Consistent, positive feedbackfrom staff and community oneducational leadership within theschool

A goal in 2018 was to establish norms andpractices which lead to positive relationships withthe school leadership team. However, with manychanges in our leadership team, including ourprincipal, it was difficult to gain traction in this area.This continues to be goal in 2019, with theappointment of a new substantive principal.

Students report improvedengagement in STEM basedactivities

STEM ProfessionalLearning: $800

STEM based activities were introduced in someclassrooms in 2018. Teachers and students beganthe journey into STEM with positive studentengagement a result in all classrooms triallingSTEM.

Staff wellbeing and jobsatisfaction is at or above stateaverage for Department ofEducation schools

Staff Wellbeing and job satisfaction was a strongfocus point at BHPS in 2018. Currently resultsindicate we are slightly lower than DoE schools,however this will continue to be a focus in 2019.






All teachers equipped with thenecessary knowledge and skill touse ICT to support 21st centurylearning and teaching to increasestudent engagement and skill incommunication, collaboration,critical thinking and creativity.This will be evident throughprofessional learning, PDPs,teaching programs and worksamples

Professional Learning: $350 Targeted professional learning and mentoringopportunities were established in 2018 to meet thedesired ICT needs of BHPS staff. Although we havenot yet established a strong understanding of the 4C's of 21st Century learning (Communication,creativity, critical thinking and collaboration) itremains a goal for 2019.

Aspiring leaders identified,aligned to a mentor and a formalmentor program developed andimplemented to enable aspiringleaders to develop knowledgeand skills associated to a rangeof strategic and human resourcemanagement areas to enhancecapacity across the school andcommunity networks.

The identification of aspiring leaders and aligningthese leaders with mentors worked well at thebeginning of 2018. However, due to a significantchange in leadership, new relationships andmentoring had to be rebuilt. Aspiring leaders weregiven the chance to lead teams and their capacityas leaders grew with these opportunities, with manystepping into leadership roles in 2019.

100% of school leaders Use“Leadership Profiles –Professional Practices Lens” and360 tool to identify their individualprofessional learning need todevelop their capacity toeffectively lead and manage acomplex school.

Professional Learning andresources: $195

100% of school leaders in 2018 were taken throughthe Leadership Profiles – Professional PracticeLense in a series of Executive Team meetings.Leaders identified their individual learning needsand developed a Performance and DevelopmentPlan with these needs identified as SMART goals.Professional learning was aligned with theseidentified needs and this will continue to be a focusin 2019.

Next Steps

Looking towards 2019, BHPS has identified the following next steps in Leading: • Further development of the Instructional Leadership role within the school and how to best utilise this expertise in

all classrooms. • Strengthen beginning teacher mentoring program to ensure we are equipping our teachers with quality teaching

and learning support. • Develop further opportunities for substantive and aspiring leaders through the school. • Further develop the capacity of staff to embrace and be engaged in the Future Focused Learning Project. • Streamline process and procedures of the Purposeful Behaviour Project so all staff are aware of expectations and

are supported in implementing this approach to school life. • Further engage our school community in our school and provide opportunities for authentic relationships and

partnerships.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading ($102 225.00)

In 2018, BHPS utilised Aboriginal backgroundloading to: • Employ two Aboriginal Education SchoolLearning Support Officers; one 2 days perweek and one 3 days per week. Both staffwork closely with our self–funded AboriginalEducation Teacher who is employed threedays per week. • Run programs and initiatives in our schoolto celebrate Aboriginal cultural events. • Provide more extensive culturalexperiences through the use of externalresources and links with local community. • Purchase high quality resources to supportstudents' learning outcomes.

English language proficiency • English languageproficiency ($18 787.00)

In 2018, BHPS utilised English languageproficiency funding to: • Employ a teacher on a casual basis totarget Phase 1, 2 and 3 students who areenrolled in the school. This small cohortaccessed individual, group and in–classassistance throughout the year. Studentshave successfully integrated into the school,with functional English language skills. Alltargeted students are making progress acrossthe literacy and numeracy continuums andare demonstrating higher average levels ofprogress than in previous years. • Provide teacher professional developmentto support effective classroom practice. • Establish and review English as anAdditional Language or Dialect (EAL/D)support timetable and assistance. • Purchase high quality resources to supportstudents' learning outcomes.

Low level adjustment for disability • Low level adjustment fordisability ($48 312.00) • Low level adjustment fordisability ($124 936.00)

In 2018, BHPS utilised low level adjustmentfor disability funding to: • Employ a Learning and Support Teacherfive days per week; three days a week aboveestablishment. • Employ an additional teacher, on a casualbasis, to support the Learning and Supportco–ordinator to cater for the diverse range ofneeds at BHPS, including, but not limited to,performing assessments and providingteacher professional development to supporteffective classroom practice. • Employ additional staff members, bothteachers and SLSOs, to support the 87% ofstudents requiring adjustments to meet theirindividual learning needs. • Engagement of (private) therapist 1 day perweek; engagement of Speech Therapist(private) 2–3 days per week. • Employ casual staff to release teachers towork with the Learning and Support Team toplan, write and discuss IEPs, PLPs, ILPs,Risk and Behaviour plans. • Purchase high quality resources to supportstudents' learning outcomes.

Quality Teaching, SuccessfulStudents (QTSS)

• Quality Teaching,Successful Students

In 2018, the QTSS funding was utilised to: • Partially fund two additional Instructional


Quality Teaching, SuccessfulStudents (QTSS)

(QTSS) ($50 495.00) Leader positions to meet the wide rangingprofessional learning needs of the staff. Allstaff received an additional 60–90 minutesRFF each week to work with their allocatedInstructional Leader. • Provide executive release, enabling ourschool leaders to participate in mentoringopportunities for beginning teachers and datacollection and analysis.

Socio–economic background • Socio–economicbackground ($31 234.00) • Socio–economicbackground ($389 437.00)

In 2018, BHPS utilised socio–economicbackground funding to do the following: • Provide targeted student assistance for allstudents requiring adjustments to supporttheir individualised learning. • Provide teacher professional developmentto support effective classroom practice in avariety of areas including trauma, learningdifficulties, literacy, numeracy andinstructional leadership (mentoring andcoaching). • Employ a full time teacher and SchoolLearning Support Officer as interventionsupport for students with additional languageneeds. • Hiring of a (private) Speech Therapist 2/3days per week to work with students acrossthe school. • Additional SLSO's were employed to workwith students in OoHC, those with confirmedand unconfirmed disabilities and students withbehavioural difficulties. • Additional staff were employed to supportsubstantive administrative and teachingemployees. • Enhance targeted students' access to, andparticipation in, a wider range of curricularand extra–curricular activities.

Support for beginning teachers In 2018, BHPS had onebeginning teacher in theirfirst year of funding$13,786.00

This staff member received the followingsupport and professional developmentopportunities: • Funding the EAfS Instructional Leaderposition (0.8) into a full time position. Thebeginning teacher received time off class towork with Instructional Leaders and mentors. • Mentoring sessions in–school and also atother local schools. • Participation in beginning TeacherConferences. • Release from face to face teaching, one totwo hours per week for mentoring sessions asrequired.

Early Action for Success • EA4S ($127 418.00) In 2018, BHPS utilised EAfS funds for thefollowing: • Increase the Instructional Leader position tofull time. • Employ an additional teacher as aninterventionist to work with K–2 students whowere 'at risk'. • Employ a School Learning Support Officerto work in classrooms K–6 with students whowere deemed 'at risk' in their learningprogressions.

Flexible Funding for Wellbeing • Flexible Funding forWellbeing ($38 130.00)

In 2018, BHPS used Flexible Funding forWellbeing in the following ways:


Flexible Funding for Wellbeing • Flexible Funding forWellbeing ($38 130.00)

• Two additional staff members (teachers)were employed to mentor students eachweek. One heavily supported the Kindness onPurpose Program, which was also funded byFlexible Wellbeing funding. • Creator of the Kindness on PurposeProgram and therapist, Katrina Cavanough,worked one day per week supporting theschool and students.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 145 145 146 138

Girls 101 100 105 98

In 2018, Barrack Heights Public School had anenrolment of 236 students from Kindergarten to Year 6,and maintained 13 classes. Of these classes, we had19 students in our three support units.

Student attendance profile

School

Year 2015 2016 2017 2018

K 93 92.1 96.1 93.3

1 94.9 93.8 94.5 93

2 92.9 95.4 94.8 92.1

3 92.4 94 93.8 92.9

4 94.7 93.6 94.9 93.2

5 90.2 93.8 92.4 90.9

6 93.4 93 94.9 90.6

All Years 93.2 93.7 94.4 92.2

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

Attendance data indicates that the total attendance ratefor 2018 was 92.2%, while the state average was93.4%. As a school we will continue to put an emphasison good attendance, ensuring open communicationwith parents is paramount. Regular attendance atschool is essential to assist students to maximise theirpotential. Schools, in partnership with parents, areresponsible for promoting the regular attendance ofstudents.

Encouraging regular attendance is a core schoolresponsibility. At Barrack Heights Public School, classrolls are marked daily and monitored regularly by theclass teachers for patterns of students' partial ornon–attendance. The School Attendance Coordinatormonitors all student attendance and liaises with theLearning Support Team to effectively and rigorouslymonitor the attendance of students. If a concern isidentified, the team works with the student, parent orcarer and class teacher to improve attendance. Parentsand carers are contacted by the school and informed oftheir responsibility to ensure children attend schoolregularly. The support of the Home School LiaisonOfficer (HSLO) is sought if required.

The school's Attendance Program includes, ascheduled whole–school 'attendance week focus' everythird week. Teachers are supported to ensure allstudents with attendance concerns are addressedthrough a personalised approach. The schoolAttendance Coordinator regularly analyses studentattendance data and ensures all students who presentwith attendance concerns are addressed consultativelywith the classroom teacher to minimise any negativeimpacts on the student learning outcomes. The schoolAttendance Coordinator also supports teachers with allHSLO support documentation and manages theschool's Attendance Cup which is awarded everyfortnight at assembly to the class with the highestattendance. Teachers, students, parents and carerswork together to support consistent and systematicprocesses that ensure student absences do not impacton learning outcomes as evident in the school'sattendance motto of "don't stay home and play, save itfor the holiday" and SCOUT data shows for allstudents, including our 23% Aboriginal students,attendance is above the state average.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 9.86

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 1.2

Teacher Librarian 0.6

School Administration and SupportStaff

5.47

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce. In 2018, there were two School LearningSupport Officers who identify as of Aboriginalbackground at Barrack Heights Public School. In 2018,there were no teachers who identify as Aboriginal.

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 28

Professional learning and teacher accreditation

Professional Learning

The Barrack Heights Public School staff consists ofextremely dedicated and skilled practitioners. A strongculture of self–improvement exists and as a result,professional learning opportunities are highly valued.Teachers ensure that their professional developmentaligns with their Performance and Development Plan,the School Plan, the Premier's Priorities and theDepartment of Education mandatory training.

Throughout the year, staff engaged in formal trainingincluding, but not limited to: • L3 (Language, Learning and Literacy) • Centre for Professional Learning (CPL) Mentoring • STEM (Science, Technology, Engineering and

Mathematics) • All training modules associated with the

implementation of the Australian Curriculum • School Excellence Framework training and

assessment • EAL/D term meetings and professional learning • Teaching Literacy and Numeracy for Beginning

Teachers • Beginning Teachers Workshop • A Leader's Influence • Early Action for Success • Choice Theory and Reality Therapy • Visible Learning

Staff also participated in professional development andcollegial opportunities such as : • Annual NSW Primary Principals' Regional and

State conferences • Lake Illawarra South Principal network meetings. • Learning Management Business Reform (LMBR)

executive training • Primary Principals' Association Meetings • Literacy and numeracy teams met regularly to

monitor the school's progress on the school planTeacher Accreditation

In 2018, • 31% of staff were working towards accreditation

at Proficient. • 69% of staff were accredited at Proficient.


Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 394,339

Revenue 3,533,352

Appropriation 3,454,764

Sale of Goods and Services 11,205

Grants and Contributions 63,000

Gain and Loss 0

Other Revenue 0

Investment Income 4,383

Expenses -3,586,592

Recurrent Expenses -3,586,592

Employee Related -3,288,388

Operating Expenses -298,204

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-53,240

Balance Carried Forward 341,099

2018 was the second calendar year whereby theschool's financial operations were managed under theLearning, Management and Business Reform (LMBR)system implemented by the NSW Department ofEducation. An extensive amount of professionallearning was undertaken by administrative andexecutive staff, with the school community regularlyinformed of the changes to the way in which theschool's funds were allocated, spent and tracked. Theimpact of LMBR on school operations was significantand whilst the transition to the new system was largelysuccessful, we did encounter some initial issues withtracking funds.

Barrack Heights Public School equity funding wasutilised in a variety of ways in 2018. Examples of theseinclude, but are not limited to, the following: • Provide teacher mentoring to support effective

classroom practice. • Hire an above establishment Deputy Principal in

the role of Wellbeing. • Hire additional SLSO personnel to support

targeted students. • Hire of additional staff and interventionist to

support the learning needs of our identifiedstudents.

• Purchase high quality resources to supportstudents' learning outcomes.

• Hire the services of a speech therapist, to deliverprofessional learning to staff and work with ourInstructional Leader to develop a LanguageProject.

• Celebrate Aboriginal cultural days and providestudents with more extensive cultural experiencesthrough the use of external resources.

• Mentoring of new and beginning teachers. • Accessing leadership and teamwork opportunities

for staff.A large amount of funding was directed towardsprofessional learning initiatives for staff, to ensure allteachers receive ample opportunities to enhance theircapabilities, knowledge and understanding of theever–evolving curriculum and assessment practicesassociated with quality teaching and learning programs.

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 1,775,547

Base Per Capita 51,529

Base Location 0

Other Base 1,724,018

Equity Total 672,742

Equity Aboriginal 60,037

Equity Socio economic 420,671

Equity Language 18,787

Equity Disability 173,247

Targeted Total 670,117

Other Total 251,300

Grand Total 3,369,707

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.

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.

The NAPLAN literacy assessments were conducted inMay with 68 students completing the assessments. 36students from Year 3 and 32 students from Year 5.

In 2018, our Year 5 Barrack Heights students had: • 38.1% growth in average writing scores. • 89.9% average growth in spelling results. • 60% average growth in the domain of reading. • 73.3% average growth in the area of grammar

and punctuation.



The NAPLAN numeracy assessments were conductedin May with 68 students completing the assessments.36 students from Year 3 and 32 students from Year 5.

In 2018, our Year 5 Barrack Heights students had: • 77% average growth in the domain of numeracy. • 38.5% of students at or above expected growth in

numeracy.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with the Premier's Priorities:


Improving education results, schools are required toreport their student performance for the top twoNAPLAN bands in reading and numeracy. The StatePriorities are Improving Aboriginal education outcomesfor students in the top two NAPLAN bands.

Year 3

The percentage of students in the top two bands forreading in 2018 was 0%.

The percentage of students in the top two bands fornumeracy in 2018 was 0%.

Year 5

The percentage of students in the top two bands forreading in 2018 was 10%.

The percentage of students in the top two bands fornumeracy in 2018 was 0%.

Aboriginal Students in the top two NAPLAN bands

In 2018, 10% of BHPS Year 5 Aboriginal students werein the top two bands for Grammar and Punctuation aswell as Reading. BHPS also had 20% of the same Year5 cohort, in the top two bands for Spelling.

Parent/caregiver, student, teachersatisfaction

Barrack Heights Public School is always looking toimprove our core business. Our ongoing evaluationprocedures with our community, students and staff areessential to determine our strengths, areas fordevelopment and to continue to strive for excellence ineverything we do.

In 2018, we sought parent and community feedback onthe school experiences and opportunities we offerstudents at Barrack Heights Public School. Parent andcommunity feedback was also sought on how theschool best develops resilience and/or mindset in ourstudents. Data gathered indicated that there is a stronglink between school values (88% of respondents),student/teacher relationships (75% of respondents) andthe Wellbeing initiatives (63% of respondents). Parents,carers and community members also indicated thefollowing: • 72% of parents and community indicated that

Barrack Heights Public School is strongly

developing positive student relationships. • 73% of parents and community indicated the

school window of certainty was effective indeveloping students responsibility and takingownership for their actions.

• 70% of respondents indicated leadershipdevelopment at all levels at Barrack HeightsPublic School is a valuable initiative.

• 75% of responses indicated students have astrong sense of belonging at Barrack HeightsPublic School.

In 2018, we did not participate in the Tell Them FromMe survey.

Future directions for 2019: • To be more actively involved in gaining

community feedback. • Provide a platform for students to have a stronger

voice in the vision and values of Barrack HeightsPublic School.

• Engage in a school self evaluation process whereparent, carer, staff and student voice is heard andfuture directions are planned from the analyseddata.

Policy requirements

Aboriginal education

In 2018, 45 Aboriginal and Torres Strait Islander(ASTI)students were enrolled at Barrack Heights PublicSchool. Through classroom teacher consultation withparent, carer and student the development ofPersonalised Learning Pathways (PLPs) allows for thefostering of authentic relationships between school andhome. This relationship ensured that learning in theclassroom was planned effectively to build on thelearning experiences of the student, ensuring successin the classroom and support by parents and carers athome. These PLPs were closely monitored, tailored toindividual needs and reviewed on a regular basis toensure learning outcomes and goals were relevant,achievable and personalised. Implementing teachingand learning programs that continue to focus onincluding Aboriginal perspectives across all keylearning areas has been a continued goal in 2018 in alllearning environments.

In 2018, Reconciliation Week and NAIDOC wascelebrated with great enthusiasm with various events,involving both Indigenous and non–indigenousstudents. Students were given opportunities tocomplete Indigenous art, listen to IndigenousDreamtime stories and participate in Indigenousgames. The students thoroughly enjoyed theseexperiences. Other significant events and programsprovided students with additional knowledge ofAboriginal and Torres Strait Islander history, cultureand gave an insight into their past.

The school has a proud connection to our Aboriginalcommunity. Our elders, Aunty Patty and Uncle Gregularly attend school events, functions and actively


contributed towards the 2018 – 2020 School Plan.Aunty Patty, Uncle G and our Aboriginal EducationWorker, bring a strength of community knowledge andthe diversity of the community. These connections helpthe school to build and maintain respectful andcollaborative relationships. The school regularlycommunicates with our Aboriginal parents about allmatters associated with their children and always seeksto solicit feedback to support co–decision making.There is always a representative from our school at thelocal AECG meetings.

Our strong Aboriginal Education Team consists of thePrincipal, Assistant Principal Learning & Support,Experienced Expert Classroom Teacher, AboriginalEducation Worker and community Elders Aunty Pattyand Uncle G. This team work together with ourcommunity to create authentic learning experiences forour Aboriginal students through initiatives such as:Talking Tracks, Ngargin Doctors, Men's Group, BookBuddies and Ngargins Yarn Up. These initiatives notonly provide cultural connections for our students butthey facilitate and embrace our school's proudconnections with Aboriginal culture and community.

In conjunction with Community and Elders, the school'sAboriginal Education Strategy is strong and highlyacknowledged by both the Aboriginal andnon–Aboriginal community. All Aboriginal students aremaking progress across the identified areas on theliteracy and numeracy progressions. Students aredemonstrating higher average levels of progress than inprevious years based on both external and internalstandardised tests.

Multicultural and anti-racism education

Barrack Heights Public School has a 14% population ofstudents from language backgrounds other thanEnglish. This Includes students who were born inAustralia to parents from 18 different languagebackgrounds. 2018 saw the enrolment of the firstrefugee students. This led to a need to train staff tosupport the students. Three members of staffcompleted the five module training package, 'TeachingStudents from a Refugee Background'. This coursegave teachers tools, resources and support to assistthem in understanding the factors affecting learning forrefugee students. In Term 3, whole staff professionallearning continuing our focus on multiculturalism,specifically social inclusion, anti racism and theunderstanding of the refugee experience occurred. This

included identifying the different types of racism, itseffects and how to counter racism. Staff were givenresources and websites to access, including the'Racism It Stops With Me' website. Teachers wereencouraged to design rich tasks where students couldmake connections globally, begin to consider hybrididentities and a more fluid concept of culture which isever changing and complex. High quality rich texts withmulticultural perspectives were explored for each stage.In the student parliament, a motion was carried topromote and celebrate intercultural understanding witha 'Celebrating Together Day', held in Term 3. In Stagegroups students were involved in activities to develop acritical understanding and acknowledgement of racism,stereotyping, inclusivity, tolerance and acceptance.These concepts were woven through literacy,geography, history, dance, music and visual artsactivities. Families were invited and the day culminatedwith a picnic lunch. At Barrack Heights Public School,we continue to promote a racism free environment andhave a staff member trained as an anti–racism officer

Other school programs

Language Project

In 2018, BHPS continued working with SpeechPathologist Jessica Buchelin. She attended for 3 daysper week in terms 1 and 2 days and then for 1 day perweek in term 4. During this time a range ofassessments, therapy sessions, whole class teamteaching and parent and teacher consultations werecompleted.

All kindergarten students were screened for receptiveand expressive language, stuttering, speech soundsand voice difficulties. From this assessment it wasidentified 16/31 (48%) of children required intervention.The screening results of the students who identified asrequiring intervention were discussed with classroomteachers and parents.

Students were identified • 9/31 (29%) Receptive or expressive language

difficulties suspected and/or speech sound errorsin the severe range.

• 2/31 (6%) Speech sound difficulties in themoderate range.

• 5/31 (16%) Speech sound difficulties in the mildrange.

Throughout the year, 12 students at Barrack HeightsPS received intervention for speech sound errors (botharticulation and phonological difficulties were treated).All of these students attended sessions with theirparents/carers at the school and completed homeworkweekly. Additionally, 3 students received 1:1 speechsound sessions with the speech pathologist which theirparents attended in order to provide support for theirchild at home. Some of these students receivedfollow–up programs delivered through the K–2intervention program.

Consultation with the Learning Support Team resultedin 10 formal, standardised assessments being


completed. Reports were given to the Learning SupportTeam, School Counsellor, parents/carers andclassroom teachers. A report review meeting with allparents/carers was held. Families were given afeedback session and several 1:1 sessions to assistwith them understanding test results and implicationsfor their child. Strategies were demonstrated and tasksset to be completed with parents at home. Teachers,the Instructional Leader, Learning Support Teammembers and School Counsellor attended several ofthese sessions. The speech pathologist liaised and hadmeetings with other professionals working with studentswho had been assessed such as private speechpathologist and occupational therapists and KidsCottage.

Parliament

The Barrack Heights Public School Parliament has hada successful year in 2018, raising awareness and fundsfor a range of foundations. The members of theParliament are elected at the end of the previousschool year. Meetings are held each term to discusspossibly fundraising activities and foundations, as wellas suggestions for Barrack Heights Public School. Thisyear Parliament worked tirelessly to help raise funds togo towards improvements to the school, with a specificfocus on the playground.

Premier's Debating Challenge

Barrack Heights Public School enjoyed participating inthe Premier's Debating Challenge again this year. Ourstudents are enjoying working on their debating skillsboth in the classroom and in the BHPS Debating Team.This year, we entered a team into the competition. Allstudents involved in our BHPS Debating Team foundthe experience highly valuable and enjoyed theopportunities they were given to strengthen their publicspeaking skills and develop their confidence.

Premier's Reading Challenge

In 2018, 72 students completed the Premier's ReadingChallenge. All students in Kindergarten, Year 1 andYear 2 completed the challenge. Three studentsreceived their Gold Award, this being awarded tostudents who have successfully completed thechallenge for four non–consecutive years. One studentreceived their Platinum Award, this is awarded tostudents who have successfully completed thechallenge for seven non–consecutive years. AdditionalPremier's Reading Challenge books were purchasedwith Scholastic Book Club Rewards.

Language, Learning and Literacy (L3)

There continues to be a strong academic focus in theearly years of school in literacy. This year was the 4thyear of implementation of the Kindergarten Language,Learning and Literacy (L3) program and the 4th year ofStage 1 L3.

The L3 program has assisted our teachers to continueto focus on data and research to inform their dailyteaching practice and strengthen their students' abilities

in both reading and writing. The explicit and highlydifferentiated teaching model allows for all students tobe targeted at their point of need on a daily basis andparticipate in highly engaging and appropriatelychallenging learning tasks.

Our school has continued to produce pleasing results inreading in 2018. When exiting Kindergarten, the L3expectation for students finishing, is a reading level ofnine. 70% of 2018 Kindergarten students surpassedthis requirement. The requirement for students exitingYear 1, is Level 18. 71%% of Year 1 students areabove this recommended level. In Year 2, the exit levelreading requirement is a Level 22 and we had 61% ofstudents achieve this target.

Swim Scheme

School Swim Scheme continued in 2018 for all studentsYears 2–6. The program ran every day for two weeksduring Term 1. During the daily lessons, the studentswere taught skills and safety rules for all water sources,including backyard pools, the ocean and rivers. Theskills that the students learned were invaluable andvery relevant. All of the students who attended theprogram made significant progress in their ability tofloat, tread water and evacuate the water successfullyand safely.

Aboriginal Education Programs at BHPS

Talking Tracks – a school created, mentoring programfor Aboriginal students in years 3–6. It encourages acommitment to learning through weekly, personalised½ hour sessions with one of our AboriginalEducation Team members. Talking Tracks followsstudent's academic progress, based on goal setting,working with persistence, confidence and resilience,then celebrating accomplishments.

Ngargins Yarn Up – a school created program ofhighlighting culture and history for all Aboriginalstudents at BHPS. Students in K–2 learn about theirmob by completing a family tree. Senior studentsparticipate in lessons highlighting social issues,significant historical dates and events in Australianhistory to date. All students learn about local knowledgeand dreaming stories assisted by our CommunityElders.

Book Buddies – a school created program toencourage leadership and a focus on reading andlistening. Senior Aboriginal students are paired with ajunior Aboriginal buddy, with whom they listen to read,four times per week.

Phonemic Awareness K–2 – groups of K–2 Aboriginalstudents are withdrawn from class (twice a week) andtaught specific phonemic and spelling skills in a similar,needs based, group.

Ngargin Doctors (MALPA) –Young (Ngargin) Doctorsis a health leadership program which trains Aboriginaland non–Aboriginal students to be health ambassadorsin their communities. It is run by our AboriginalEducation Team, assisted by Community Elders,


teaching leadership, hygiene, nutrition, environmentalhealth, well–being and identity. Our team have includedmental health and reconciliation as a focus, due to localinfluences.


Documents

2018 Barrack Heights Public School Annual Report€¦ · Barrack Heights Public School 25 Hunter Street BARRACK HEIGHTS, 2528 [email protected] 4296 4222 Page 2 of