2019 Bateau Bay Public School Annual Report€¦ · Bateau Bay Public School celebrates its 40th anniversary in 2020. In 2019 the school continued its journey towards excellence mapped

Bateau Bay Public School2019 Annual Report

4520

Printed on: 1 June, 2020Page 1 of 25 Bateau Bay Public School 4520 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Bateau Bay 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.

School contact details

Bateau Bay Public School2A Waratah StreetBATEAU BAY, 2261www.bateaubay-p.schools.nsw.edu.aubateaubay-p.school@det.nsw.edu.au4332 8000

Message from the principal

Bateau Bay Public School celebrates its 40th anniversary in 2020. In 2019 the school continued its journey towardsexcellence mapped against the School Excellence Framework. Significant opportunities were provided to students toshowcase and develop their talents, skills and engagement. The staff worked tirelessly throughout 2019 to achieveimprovement measures outlined in the 2018–2020 School Plan focusing on Strong Wellbeing, Strong Learning andStrong Community.

Peter Graham – Principal

Message from the school community

2019 was another challenging year and we as members of the P&C and by partnering with the staff of BBPS, tried toassist where possible. By the P&C's normal standards, 2019 was a relatively quiet year in reference to donations back toBBPS. In this period, the P&C raised funds from the canteen, OOSH, as well as from various fundraising activities anddonated $10 000 to BBPS. The P&C also committed further resourcing to the OOSH upgrade, in the vicinity of $30 000,delivering a modern and pleasant atmosphere for our students to enjoy.

The P&C exists primarily to help sustain and support the broader Bateau Bay Public School community. Any fundsraised, is spent on items identified collectively by the P&C members, BBPS Faculty and parents. All expenditure is votedon, in the P&C monthly meetings and the P&C pride themselves on transparency.

There have been several P&C staff movements over the past 12 months, including the significant departure of CarolynWatts, in March 2019. Carolyn placed many years of service and assistance, into the P&C and was difficult to replace.Through the efforts of many, this disturbance was mitigated, with the positional changes of OOSH Staff and theappointment of new employees. Another significant loss into 2020, will be the resignation of Melissa and RobynThompson from their roles as Uniform and Fund–Raising Coordinators.

To our departing Principal Mrs Michelle Dwyer, we wish all the very best in her future endeavors. To the dedicatedexecutive and staff, on behalf of the P&C – 'thank you' for attending the P&C meetings and events and for taking suchgood care of our children and for continuing their education in all areas. We greatly appreciate the staff's support of theP&C and its initiatives at the School.

To the P&C Executive – Vice President Casey Goy, Treasurer Erin Dippel and Secretary Nicole Farrell – a personal'thankyou' for such a great year, where we all worked together as a team and supported each other. Your efforts weregreatly appreciated and made a significant impact in 2019. To the Sub–Committee Coordinators – OOSH KyleaBowman, Canteen Donna Ross, Uniform and Fund–raising Mel & Robyn Thompson – another personal 'thankyou' toyou, your respective staff and volunteers, for your continual support and efforts in 2019. To all those who donate theirtime and financially to the P&C – 'thank you'. Of note are the Parents and volunteers that donate their time, whetherhelping in class or canteen, or helping with the various fund–raising and school activities – this is invaluable,


With that, to all those committee members departing – Farewell and best wishes. To those of you returning in 2020 –wishing you every success in the coming year and hoping your contributions will continue to broaden the offerings atBBPS

Tom Radic ~ P&C President 2019

Message from the students

School Captains Address 2019

Angus

The main thing I can really say is "thank you". I'd like to say thank you to the deputies, the teachers, the P&C, theparents, and quite simply everybody from the canteen ladies to the principal who have helped with our learning thesepast seven years. That's 280 weeks or 8 400 hours or 504 000 minutes of excellent learning! Thank you also, everyone,for a great Year 6 and as Billy Joe Armstrong from Green Day once said, "I hope you had the time of your life."

Olivia

Being School Captain this year was definitely a highlight of our primary school journey and we are so grateful to havebeen chosen. It has given us more confidence to speak comfortably to an audience and to take on more responsibilities.We got here today by getting through all the ups and downs that each year has brought to us. Thank you to all of theteachers who helped us on our way. High school is the next part of our journey and I know we can all do it.


School background

School vision statement

To provide all students with the skills to succeed in a complex, changing world. We aim in partnership with our schoolcommunity to deliver a quality education that enables all students to reach their emotional, social and academic potentialwithin a caring, secure environment."

Our vision is reflective of the principles embedded within the "Melbourne Declaration on Education Goals for YoungAustralians" (December 2008), in which it is acknowledged that schools play a vital role in the promotion of intellectual,physical, social, emotional, spiritual and aesthetic development and well being of young Australians.

With this in mind, Bateau Bay Public School shares this responsibility with students, parents, carers and the schoolcommunity.

Our vision is further underpinned by five core values;

Respect for ourselves

Respect for others

Responsibility for our learning

Responsibility for our behaviour

Strive to reach our personal best

School context

Bateau Bay Public School was established in 1980. It is a coastal community located in the Wyong Shire of NSW.Bateau Bay lies in the area known as “Darkinjung” to Indigenous Australians. Our school has a population of 740students and 40 staff. Approximately 5% of students have a Non–English speaking background and 7% are proud toacknowledge their Aboriginal cultural heritage. Parents and community members play an active role in school life. Staffand parents hold high expectations and this is reflected in student achievement, attitudes and behaviour. The school isa proud partner of the Tuggerah Lakes Learning Community.

Our school has 36 permanent teacher positions, including; class teachers, Learning and Support Teachers, TeacherLibrarian and computer teacher.

All teaching staff meet the professional requirements for teaching in NSW public schools.

The school continues to focus on the quality of student outcomes in English and Mathematics and caters for a broadrange of abilities. Our school provides enriched programs supporting performing arts, cultural, leadership, sporting andacademic pursuits. All staff strive to provide students with the skills, knowledge and values necessary for them tosucceed in a complex and changing world. Our teachers continue to implement the “L3”, “Focus on Reading” andAdvancement via Individual Determination (AVID) programs; is a member of the “Dare to Lead” coalition of schools; anda member of the Kuriwa Aboriginal Educational Consultative Group (AECG).

Our school motto is En Avant which means “go forward”. The school works closely with its community to develop thepotential of every child.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Excelling

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Excelling

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Excelling

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Excelling

TEACHING: Data skills and use Excelling

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Excelling

LEADING: Educational leadership Excelling

LEADING: School planning, implementation andreporting

Excelling

LEADING: School resources Excelling

LEADING: Management practices and processes Excelling


Strategic Direction 1

Strong Wellbeing

Purpose

To create and embed an inclusive framework to support the wellbeing of all students and staff enabling them to connect,succeed, thrive and become confident life–long learners.

Major SEFv2 links – Learning – Learning Culture, Wellbeing. Teaching – Effective Classroom Practice, Learning andDevelopment.

Improvement Measures

Increase the % of Year 5 students achieving equal to or greater than expected growth in NAPLAN Writing 65%, 72%,80%. Spelling 60%, 70%, 80%. Numeracy 60%, 70%, 80%. (Baseline 2 year average NAPLAN) 2016–2017.

Increase the % of Year 7 students achieving equal to or greater than expected growth in NAPLAN Writing 56%, 68%,80%. Spelling 64%, 74%, 80%. Numeracy 64%, 74%, 80% (Baseline 2 year average NAPLAN) 2016–2017.

The Advocacy at School aspect of the Drivers of Student Outcomes increases to exceed the NSW Government norm.(Baseline 7.2 for school compared with 7.3 for NSW, averaged 2014–2017) TTFM student survey.

The Technology aspects of Eight Drivers of Student Learning increases to exceed the NSW Government norm(Baseline 6.5 for school compared to 6.7 for NSW in the 2017 TTFM teacher survey).

Overall summary of progress

Our journey to continually expand our wellbeing programs and initiatives has been ongoing. We have continued theimplementation of Positive Behaviour for Learning (PBL) and consolidated classroom practices K–6 by embeddingmicro–skills of classroom behaviour management into every classroom and begun the journey into classroom problemsolving. The school continues to cater with reasonable adjustments for the wellbeing and specific needs of our studentsthrough the Learning Support Team (LST) and the use of flexible support. The LST have engaged students through theuse of specific interventionist teachers, School Learning Support Officers, Speech Therapists, School Chaplain and ourLearning and Support Teacher (LaST). Social Emotional Lessons (SEL) have been incorporated into PBL lesson deliveryand all PBL lessons were reviewed and rewritten in 2019.

Progress towards achieving improvement measures

Process 1: Implement and embed high quality, research based, wellbeing processes and practices.

Evaluation Funds Expended(Resources)

The staff continued to implement and embed high quality research basedwellbeing processes and practices such as PBL, SEL, intervention supportand rich professional learning.

In 2019, Year 5 students achieving equal to or greater than expected growthin:

Reading– 60% Writing– 60% Spelling– 64%

The 2019 TTFM survey reflected 7.8 for our students rating regarding themfeeling they have someone at school who consistently providedencouragement and can be turned to for advice which is above state 7.7

Process 2: Embed high quality processes and resources to enable future focused practices, including technologywhich supports learning, available and expertly integrated into lessons, implementation of structuredcoding lessons and creative approaches to the physical learning environment to support optimumlearning and engagement.




Staff have continued to deepen their knowledge of the Science syllabus andembed design thinking processes into the K–6 Inquiry Units developed in2019. Continued exposure and use of school technology e.g green screens,beebots and google expedition software have increased the engagement ofstudent learning in KLAs.

The Technology aspects of Eight Drivers of Student Learning increased to6.9 above state 6.7 with, Students have opportunities to use computers orother interactive technology for describing relationships among ideas orconcepts increasing to 8.8 and Students have opportunities to use computersor other interactive technology to analyse, organise and present subjectmatter increasing to 8.0

Next Steps

* The next steps will include continuing the development and implementation of SEL program with lessons to be writtenand delivered in the same format as the PBL lessons.

* Re writing of all PBL lessons updating resources and developing audio visual resources to enhance the impact of thelessons.

* Implement PBL Classroom Problem Solving across K–6.

* Develop greater accountability in the recognition and support of students experiencing difficulty.

* Analyse student classroom behaviour data to measured improvements, leading to improved student well being andengagement outcomes



Strong Learning

Purpose

To create a learning culture in which staff confidently deliver evidence–based quality teaching practice to ensure that allstudents' educational needs are met, in an engaging and supportive manner.

Major SEFv2 links – Learning – Curriculum, Assessment, Reporting, Student Performance Measures. Teaching – DataSkills & Use, Professional Standards. Leading – Educational Leadership, School Resources, School Planning, Reportingand Implementation.


Value added data from Scout shows Year 3, 5 and 7 students have moved from Delivering to Sustaining and Growingin literacy and numeracy.

The percentage of Year 3, 5, & 7 students in the top two bands for reading in NAPLAN 2020, has increased by 10% to53%, 48% and 33% respectively. (Baseline 2017 – 42.8%, 37.7%, 23.7%).

The percentage of Year 3, 5, & 7 students in the top two bands for numeracy in NAPLAN 2020, has increased by 10%to 38%, 36% and 33% respectively. (Baseline 2017 – 27.7%, 25.9%, 22.4%).

The % of Year 3, 5 & 7 Aboriginal students in the top two bands for reading increases by 10% to 80%, 23%, 19%respectively. (Baseline average 2014–2017 – 70%, 13%, 9%) and numeracy by 10% to 40%, 23%, 20% respectively.(Baseline average 2014–2017 – 30%, 13%, 10%) in 2020.


Professional learning continued with a strong focus on high impact teaching strategies that create powerful influences onteaching and learning in the classrooms for all Key Learning Areas with a specific focus on literacy and numeracy.Evidence informed practice based on Dylan Wiliam's Formative Assessment key ideas supported an executive teamattending ongoing learning workshops with a community of schools and a whole day training to engage first hand withWiliam's professional work. This positioned the team to lead an action plan of collaborative planning, professionalreadings and supporting teacher practice over the year.

Staff surveys, including an initial and final walkthrough of classroom data on learning intentions and success criteriaindicated the growth in a shared understanding of the strategies from students and teachers. The final datademonstrated a common metalanguage now in use K–6, impact walls visible in classrooms, anchor charts forunderstanding and the use of deep syllabus knowledge and progression for differentiated learning. Teachers havedemonstrated willingness to trial and adopt new strategies and are aware of moving learners from surface to deepunderstanding. A final showcase of an 'excellence expo' provided staff with the opportunity to share successful practicethey trialled such as randomisers, one pager notes, traffic lights of understanding, learning intention/success criteriavisible tools and anchor charts co–constructed with students to optimise learner understanding.

Explicit systems were actioned to facilitate professional dialogue, collaboration, classroom observations and themodelling of effective practice. Critical to the success of a K–6 approach to learning is the understanding of clear learningcontinua or progression and thus enabling teachers to sequence the learning effectively for need. Professional learningaround the NSW Progressions was initiated. Workshops in stage and staff meetings sought to provide staff withunderstandings of how syllabus outcomes link to progressions, teachers can create a success criteria based onobservable behaviours, to design strong learning intentions for intended lessons and assisted the development of a K–6proforma of metalanguage to embed understanding. Further to this, staff participated in workshops for consistent teacherjudgement on writing samples, plotting against the observable behaviours of the progressions. Stage programs,instructional planning and assessment tools are continuing to be reviewed by executive and teams to support this explicitteaching model.

As part of our direction for strong learning, teachers became invested in their understanding of data to improve practiceand achievement. Executive teams led staff with a common 5 weekly synopsis of data K–6, working collaboratively toidentify how well students are progressing in response to lessons. A shared language meant varying tiers of support forstudent intervention. The intervention team met with the executive twice a term to adjust groupings, reflect and celebratesuccess. Reading K–2 was a particular area for support and resulted in benchmark levels of 84%, 73% and 87% ofstudents meeting grade expectations. Staff were further supported by the AP curriculum who provided opportunities toconnect and collaborate in a coaching/mentoring role. Teacher's Professional development plans 'end of year reflections'


describe the impact of the instructional role as leading to changes in practice and leading a culture of change.

The Performance and Development Framework for teachers was fully implemented. Goals were mapped across theschool and executive leadership has supported staff in their teams, facilitated by the QTSS staffing allocation. Actionplans and timetables were constructed each term to equitably support staff in their ongoing professional developmentmapped to the school's strategic plan. Coaches and mentors were sourced from expert staff who provided lessonobservations, modelling and feedback on practice. This was further addressed as conversations in stage groups tosupport understanding, embed a change practice and contextualise the observations for each stage. As a result, 100% ofteachers meet the Australian Professional Standards for Teachers, achievement of one or more professional goals andreport an improvement in practice.


Process 1: Implement and embed high quality, research based, future focused literacy teaching practices.


All teachers have built their capacity, in collaboration, to understand and usestudent assessment, to enable data to inform planning, identification ofinterventions and modify teaching practices to support students. Teachingprograms, professional learning feedback, stage meeting minutes and PDPobservation discussions reflect a shared and universal understanding toimprovement measures. TTFM survey shows school leaders have helped mecreate new learning opportunities for students (rating 8.0) and providingguidance for monitoring student progress (rating 8.2)

Program supervision, outlined by the Assessment and Reporting timelinesand checklists, show staff adjusting and differentiating the learning forstudents via modelled, guided and independent activities. Ongoingobservations and evaluations in programs show staff reflective of studentneed.

SCOUT data reflects the school met the improvement measure to move fromdelivering to sustaining and growing in Years 3–5 and is working towards theimprovement measures in K–3 and 5–7.

K–2 reading level data resulted in Kindergarten–84%, Year 1–73% and Year2–87% students met reading level benchmarks for 2019.

NAPLAN results in reading indicate that 53% of students in Year 3 are in theTop 2 bands and 28% for students in Year 5. The school is working towardsthe respective improvement measures.

Aboriginal students in the top two bands for reading for Year 3 was 42% andYear 5 33%. The school is working towards these priority areas.

Process 2: Implement and embed high quality, research based, future focused numeracy teaching practices.


All teachers have built their capacity, in collaboration, to understand and usestudent assessment, to enable data to inform planning, identification ofinterventions and modify teaching practices to support students. Teachingprograms, professional learning feedback, stage meeting minutes and PDPobservation discussions reflect a shared and universal understanding toimprovement measures. TTFM survey shows school leaders have helped mecreate new learning opportunities for students (rating 8.0) and providingguidance for monitoring student progress (rating 8.2)

Program supervision, outlined by the Assessment and Reporting timelinesand checklists, show staff adjusting and differentiating the learning forstudents via modelled, guided and independent activities. Ongoingobservations and evaluations in programs show staff reflective of studentneed.



SCOUT data reflects the school met the improvement measure to move fromdelivering to sustaining and growing in Years 3–5 and is working towards theimprovement measures in K–3 and 5–7.

NAPLAN results in numeracy indicate that 43% of students in Year 3 are inthe Top 2 bands which was an increase of 8% from 2018. Year 5 resultsindicate 15% of students were in the Top 2 bands for numeracy. This is anarea the school is developing.

Aboriginal students in the top two bands for numeracy for Year 3 was 33%and Year 5 22%. The school is working towards these priority areas.

Next Steps

* Maintain our commitment to implement and embed high quality, high leverage literacy and numeracy practices.

* Continue Formative Assessment practices with a focus on questioning, whilst considering the findings from staffsurveys, student surveys and classroom observations. Areas of depth include questioning in a working mathematicallysense and depth of comprehension in English.

* Continue the intervention roles, recommending tiers of intervention in a fluid and flexible manner and reflective of datadriven need.

* Refine the PDP process aligned to strategic directions, allocating QTSS funding equitably.

* Continue to intervene early in a K–2 setting with a sustained focus and high quality teaching.

* Implement a phonics scope and sequence K–2 to further support reading and target teaching accordingly.

* Establish a numeracy team to build capacity in number, additive strategies, quantifying numbers, build a commonmetalanguage and deepen students working mathematically skills.

* Develop professional learning workshops reflected in classroom mentoring.

* Collaboratively develop a mathematics scope and sequence for clear conceptual units reflective of syllabus,progressions and assessment driven need.



Strong Community

Purpose

Optimum learning takes place when effective partnerships exist within and across the community to support a culture ofhigh expectations and the pursuit of excellence.

Major SEFv2 Links – Learning – Learning Culture, Reporting. Teaching – Data Skills & Use, Learning & Development. Leading – Educational Leadership, School Resources, Management Practices & Processes, School Planning, Reportingand Implementation.


Planned Learning Opportunities aspect of the Four Dimensions of Classroom and School Practices Teacher Surveyreport increase to significantly exceed the NSW Government norm (Baseline 7.9 for school compared to 7.6 for NSW)in the 2017 TTFM teacher survey.

The Parents Are Informed aspect of the Two–way Communication Parent Survey report increase to exceed the NSWGovernment norm (Baseline 5.9 for school compared to 6.6 for NSW) in the 2017 TTFM parent survey.

The Leadership aspects of the Eight Drivers of Student Learning Teacher Survey report significantly exceed the NSWGovernment norm. (Baseline 7.0 for school compared to 7.1 for NSW) in the 2017 TTFM teacher survey.


An Assistant Principal Curriculum position was enhanced from two days a week in 2018 to a fulltime role in 2019 andsupported the school's strategic and planned approach to quality professional learning and community engagement.

To pursue a culture of high expectations and excellence, effective partnerships must exist within the community anddistributive leadership, with a rigorous focus, needs to be valued. In 2019 the leadership team undertook a suite ofprofessional learning to build capacity in school initiatives and make informed decisions. Professional discourse withleadership readings around collaboration and co–operation, outlined the fundamental nuances between these terms andhow this can impact staff and stage groupings. This led to unpacking the AITSL Coaching Toolkit to underpin discussionsaround classroom practice and staff understandings. The coaching toolkit started with the establishment of relationshipsfor a professional focus and how the leadership team could plan, prepare and reflect on lesson observations, and holdcoaching conversations for a culture of change. QTSS survey results demonstrate 77% of staff found the QTSS timehighly beneficial with comments "staff had opportunities to gain insights and perspectives of peers pedagogy, reflect onpersonal teaching strategies and being able improve the quality of my lessons". The executive team was also asked tohost TLLC AVID hubs for collegial observation of practice and one member asked to conduct professional learning at aneighbouring school.

The establishment of a beginning teacher program saw the accreditation of a newly appointed teacher. Mentor supportfrom the AP curriculum and executive team provided staff members with an initial induction, regular support meetings,guidance to select an appropriate mentor and various professional readings to support their accreditation. Beginningteachers were provided with scheduled RFF, mapping evidence support, NESA requirements and classroom lessonobservations from executive.

Our focus to embed high quality professional learning continued with the implementation of the Science syllabus. Afterinitial training the executive team led syllabus directions which were underpinned by an inquiry based learning model "Aplace where teachers support their students to investigate questions, problems, passions and interests in the world".Executive staff then used a hexagonal programming planner to collaboratively design units incorporating Science,Geography/History and Creative Art. Units designed supported student engagement with digital technology capabilitiesand embedded an inquiry framework. Initial feedback suggests unit delivery is highly successful for both staff andstudents, contextualized for our school and utilizing school IT such as green screens, beebots, STEM kits, robotics kitsand a fleet of devices for inquiry. A K–6 Scope and Sequence was designed to create consistency across the school.

Clear processes for reporting to parents enabled a variety of opportunities to engage as a school community. Parentinformation sessions, meetings, community BBQ's, NAIDOC celebrations, excursions, in class support, survey feedbackand parent forums around SEL implementation have all been favorable. Transition programs from KindergartenOrientation have sought feedback with high levels of satisfaction evident in evaluations. The school based transition fromYear 2 to Year 3 continues to provide parents with expectations heading into primary grades as well as internal transitionfor vulnerable students leading into 2019. See also 'Tell them From me Survey Results'.



Process 1: Implement and embed high quality professional learning that is aligned to the school plan and buildsstaff capabilities.


Beginning teacher newly appointed to the school completed their portfolioand submitted their evidence for accreditation. The teacher was successful atgaining proficient teacher status.

Planned Learning Opportunities aspect of the Four Dimensions of Classroomand School Practices Teacher Survey report increase to significantly exceedthe NSW Government norm. (Baseline 7.9 for school compared to 7.6 forNSW) in the 2017 TTFM teacher survey. • The 2019 TTFM survey Teaching Strategies aspect has been rated 8.2 byour staff above state average 7.9. Areas of strength are • When I present a new concept I try to link it to previously mastered skillsand knowledge 8.5, • My students are very clear about what they are expected to learn 8.8, • Students receive feedback on their work that brings them closer toachieving their goals.The Leadership aspects of the Eight Drivers of Student Learning TeacherSurvey report significantly exceed the NSW Government norm. (Baseline 7.0for school compared to 7.1 for NSW) in the 2017 TTFM teacher survey. • The Leadership aspect of the Eight Drivers of Student Learning returned a7.6 rating from teachers above state average of 7.1. Areas of significant strength were • School Leaders have helped me create new learning opportunities forstudents rating 8.0, • School Leaders have provided guidance for monitoring student progressrating 8.2 and • I work with school leaders to create a safe and orderly school environmentrating 9.2

Process 2: Implement a whole school approach to community engagement to broaden student learningopportunities and/or school improvement.


The Parents are Informed aspect of the Two–way Communication ParentSurvey report increase to exceed the NSW Government norm. (Baseline 5.9for school compared to 6.6 for NSW) in the 2019 TTFM parent survey. • The Parents Are Informed aspect within the 2019 TTFM survey reflected anoverall response of 6.1 with, reports on my child's progress are written interms I understand gaining an increased response to 7.0

Next Steps

* Maintain our commitment for optimum learning with effective partnerships within and across the school community tosupport a culture of high expectations and the pursuit of excellence.

* Continue to engage the school community to broaden student learning opportunities.

* Continue to support all staff to seek accreditation, or gain highly accomplished, lead or aspiring principal levels.

* Continue to embed high quality professional learning aligned to school directions and build staff capacity.

* Unpack the PDHPE syllabus with ongoing, self–paced learning for staff

* Design a K–6 Scope and Sequence reflective of engaging units embedded with a Child Protection focus

* Increase questioning of students for reflective and critical thinking for students


* Provide staff with a workshop on fundamental movement skills and model best practice.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $54 124

Resources

Additional intervention

PLP release

Funds expended

Personalised Learning Pathways weredeveloped in consultation with parents andcarers to enhance the academic, social andcultural opportunities for students.

Strong and genuine partnership continuedwith Kuriwa AECG and funding was utilised tostrengthen the opportunities for studentsincluding Gulangfest, Aboriginal LeadershipDay, NAIDOC celebrations and Koori Choir.

Individual students received additionalintervention resulting in improved languagedevelopment.

Year 3 and 5 students achieved significantlyhigher results in all aspects of NAPLAN whencompared with non–Aboriginal students.

English language proficiency $2 457

Staffing

Funds expended

English as a Second Language or Dialect(EALD) progression scales were utilised tosupport students with additional supportprovided by an intervention teacher.

Low level adjustment for disability $106 716 Learning andSupport Teacher

$71 357 Flexible Funding

Funds expended

Target intervention and support provided tostudents across the school.

Additional SLSO time was utilised to supportidentified students through the LearningSupport Team.

Resources were purchased to supportreasonable adjustments for students inmeeting their curriculum needs.

Quality Teaching, SuccessfulStudents (QTSS)

$130 834

Release for executivementoring in literacy andnumeracy initiatives

Funds expended

Executive were released one day a week tolead literacy, numeracy and wellbeinginitiatives aligned to the school strategicdirections. A focus on classroom mentoringand coaching enhanced quality programs forour students.

Socio–economic background $95 682

Speech Pathologist

Social and EmotionalPrograms

PBL Program andResources

Student Assistance

Funds expended

Staff were released to create and implementa school wide social and emotional program(SEL) to support student wellbeing.

A speech therapist was employed one dayper week to provide early intervention supportfor identified students in Kinder and Year 1,as well as provide classroom strategies tosupport teachers in providing appropriateadjustments.

Support for beginning teachers $46 659

Professional Learning andTeacher Release

Funds expended

Beginning teachers were released to workclosely with an experienced mentor toenhance teaching and learning capacity aswell as accreditation.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 372 378 387 382

Girls 357 361 351 350

Student attendance profile

School

Year 2016 2017 2018 2019

K 94.7 94.4 94.9 96

1 93.6 93.6 92.4 96

2 94.7 93.5 92.5 95.1

3 94.4 94.1 93.1 94.7

4 93.7 94.2 92.8 94.6

5 92 92 92.1 93.9

6 92.5 92.9 89.1 94.9

All Years 93.7 93.5 92.4 95

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Our procedures focus on the school working with parents and carers to ensure regular attendance. When children areabsent from school, in accordance with departmental policy, we request an explanation to be provided to the classteacher stating the reason for the absence. A fully electronic reporting system for monitoring attendance is used. Rollsare regularly monitored by the Learning Support Team and Home School Liaison Officer. Absences are reported toparents/carers via student reports in Term 2 and 4.

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 27.73

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 1

Teacher Librarian 1.2

School Counsellor 1

School Administration and Support Staff 4.47

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.

In response to recommendations from the 2018 School Excellence Framework self–assessment, a deeper triangulationof professional needs was established (activity/process/impact) via quality delivery, accessing and utilising staff expertiseand the subsequent building of a coaching and mentoring culture. Staff identified their PDP goals, aligned from the


Australian Professional Standards, and school/department planning priorities especially around assessment. Staff wereasked to critically reflect on their classroom teaching and learning, and the executive team strategically planned,evidence informed Teacher Professional Learning (TPL). As part of a community of school's network project aroundformative assessment, staff participated in baseline data gathering, Staff Development Day professional learning K–6,collegial QTSS observations and ongoing classroom support. The initial component delivered was Learning Intentionsand Success criteria (LI/SC) and produced a K–6 common metalanguage, a balance between the research base andclassroom practicality, a shift in professional dialogue, collaborative programming and a classroom environmentreflective of 'little shifts' for 'big impact'. The overall positive feeling from staff was pleasing and reflective of a deeper,authentic shift in pedagogy. Final surveys completed by School Services show a growth in teacher and executivecapacity with implementing formative assessment into the teaching and learning cycle to inform direction.

Final student data, taken by the AP Curriculum, demonstrated K–2 students had a growth of 77% in understanding theirlearning intention and a growth of 62% in being able to articulate their success criteria. Students in 3–6 demonstratedthey had a sound knowledge of the learning intention initially, a growth of 27%, and a growth of 50% in articulating theirsuccess criteria.

Future directions include ensuring both LI/SC are driven by a deeper syllabus knowledge and reflective of theprogression of observable behaviours for student need from the Literacy and Numeracy progression documents.Ensuring staff make connections within the teaching and learning cycle and a deeper syllabus understanding is essentialfor impact. Building the capacity of all staff due to the diversity in experience will be ongoing as we launch into the 2020second component of Formative Assessment–Questioning.

Further Professional Learning opportunities in 2019 included:

* Unpacking the science syllabus

* Literacy and numeracy progressions training

* Compliance training for all staff

* Connecting to Country

* Managing challenging behaviours for newly accredited teachers.

2019 saw the accreditation of a newly appointed teacher and the remaining staff achieving proficient teacher status. Nostaff sought lead or highly accomplished accreditation levels.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 483,619

Revenue 6,287,085

Appropriation 6,056,509

Sale of Goods and Services 29,298

Grants and contributions 198,465

Investment income 2,812

Expenses -6,077,508

Employee related -5,628,318

Operating expenses -449,190

Surplus / deficit for the year 209,576

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 187,636

Equity Total 330,335

Equity - Aboriginal 54,124

Equity - Socio-economic 95,682

Equity - Language 2,457

Equity - Disability 178,073

Base Total 4,869,021

Base - Per Capita 173,163

Base - Location 0

Base - Other 4,695,858

Other Total 490,889

Grand Total 5,877,881

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Literacy

Literacy Year 3

A total of 89 students sat the NAPLAN reading assessment in 2019 with 53% of students achieving results in the top 2bands. This was the highest result for the school in three years. The average student achievement score was 426 whichwas comparative with similar schools (SSSG 426) in the State. In the skill based area of grammar and punctuation,students outperformed their similar school cohorts and achieved an average score of 437 (SSSG 436) with 57% ofstudents performing in the top 2 bands. In spelling, the trend data is moving in a positive direction and achievement wasthe highest in 2 years. Results show 45% of students achieved in the top 2 bands with an average score of 400 (SSSG424). In Writing 53% of students performed in the top 2 bands with an average achievement score of 417 (SSSG 427).

Literacy Year 5

In 2019 a total of 117 students participated in the online NAPLAN assessment for Literacy. In the reading assessment88% of students achieved in the middle to top bands with an average score of 495 (SSSG 506). In grammar andpunctuation, 30% of the cohort achieved in the top 2 bands which was the highest percentage of students in the topbands for the last five years. Average achievement results in spelling were 488 (SSSG 511) with 89% of students scoringin the middle to top bands in this area. In writing, the trend data is on a positive trajectory with an achievement score of472 (SSSG 488) and 13% of students performing in the top 2 bands.

Student growth from Year 3 to Year 5 • 60% achieved greater or equal to expected growth in Reading. • 60% achieved greater than or equal to expected growth in Writing. • 63% achieved greater than or equal to expected growth in Grammar and Punctuation • 64% achieved greater than or equal to expected growth in Spelling.

Premier's Priorities

The State Priorities: Better services– Improving Aboriginal education outcomes for students is to increase the proportionof Aboriginal students in the Top 2 NAPLAN bands. Bateau Bay PS achievement is as follows:

• Year 3 Reading– average achievement score 406 (SSSG 372) • Year 3 Writing– average achievement score 395 (SSSG 385) • Year 5 Reading– average achievement score 477 (SSSG 471) • Year 5 Writing– average achievement score 455 (SSSG 452)

Numeracy


Numeracy Year 3

The 2019 online NAPLAN results for Numeracy at Bateau Bay PS were comparable to state average scores 408 (SSSG411) and 42% of students achieved in the top 2 bands. This result was the highest top 2 band achievement for 4 years.The Premier's Priorities: Improving education results is to increase the proportion of NSW students in the top 2 NAPLANbands by 8% by 2019. Bateau Bay students achieved a 6.5% increase from 2018.

Numeracy Year 5

A total of 116 students sat the Numeracy Assessment in 2019. Data demonstrates that 85% of students scored in themiddle to top 2 bands for Numeracy with 44% achieving at or above expected growth. Aboriginal students were aboveState average scores and girls performed slightly better than boys. The school is working towards State average meansand ensuring trend data is moving in a positive trajectory.

Student growth from Year 3 to Year 5 • 44% achieved greater than or equal to expected growth

Premier's Priorities

The State Priorities: Better services– Improving Aboriginal education outcomes for students is to increase the proportionof Aboriginal students in the Top 2 NAPLAN bands. Bateau Bay PS achievement is as follows:

• Year 3 Numeracy – average achievement score 399 (SSSG 362) • Year 5 Numeracy – average achievement score 482 (SSSG 470)


Parent/caregiver, student, teacher satisfaction

Students

Students in Years 4–6 participated in the Tell Them From Me survey.

77% of our students stated they had a positive sense of belonging (NSW State Govt norm was 81%). It is envisaged thatwith the imbedding of SEL lessons into the PBL framework this outcome will increase in 2020.

88% of our students (85% NSW State Govt norm) stated they had positive relationships at school

93% (96% NSW Govt norm) of our students stated they valued schooling outcomes.

93% (83% NSW Govt norm) stated they had positive behaviour at school and

89% (88% NSW Govt norm) stated they try hard in their learning.

In the area of drivers of student outcomes (with 0 indication strong disagreement, 5 a neutral position and 10 indicating astrong agreement) our students indicated 8.4 (8.2 State) for effective learning time; important concepts are taught well,class time is used efficiently and homework and evaluations support class objectives.

Students indicated 8.2 (7.9 State) for relevance where students find classroom instruction relevant to their everydaylives.

8.5 (8.2 State) felt the classroom instruction was well–oganised, with a clear purpose and with immediate feedback thathelped them learn.

27% (36% State) felt they had been subjected to moderate to severe physical, social, verbal bullying or are bullied on theinternet.

8.5 (8.4 State) felt teachers were responsive to their needs and encouraged independence with a democratic approach.

7.4 (7.2 State) stated they understood the clear rules and expectation for classroom behaviour, creating a positivelearning climate.

8.5 (8.7 State) stated school staff emphasise academic skills and hold high expectations for all students to succeed.

Staff

Staff provided ongoing feedback and reflection from varied professional learning and collaboration opportunities. Theprofessional learning opportunities were explicitly linked to the school plan and improvement measures. Staff were ableto engage in collaboration through their professional partners focusing on improving their practice and pedagogy.

Parents

Parents and carers were provided a variety of opportunities to provide feedback regarding school operations andstrategic planning. Feedback was sought through monthly P&C meetings and consultation through school selfevaluation.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

In 2019 we had 61 students at Bateau Bay Public School identify as being of Aboriginal or Torres Strait Islander descent(about 8% of the school population). We are a proud member of the Kuriwa AECG and the Tuggerah Lakes LearningCommunity. The school community resides on Darkinjung land.

The school has an active 'Dare to Lead' team which help support ATSI students learning and their emotional, social andcultural development throughout the year. All ATSI students completed a Personalised Learning Pathway (PLP) in 2019in consultation with their class teacher and families. These PLP's are based on SMART goals related to academic, socialand cultural aspects. An ATSI BBQ was held at the beginning and end of the school year to welcome the ATSI studentsto the new school year and to celebrate student achievements with their PLP's. The school had 3 teachers at BBPS froman ATSI background.

Our school continues planning for quality teaching and learning outcomes and inclusion of Aboriginal perspectivesacross all Key Learning Areas. Throughout 2019 ATSI students have participated in a wide variety of activities to supporttheir Aboriginal heritage. Targetted funds were used to develop and implement programs aimed at increasing studentgrowth in learning outcomes and strengthening partnerships between the school, Aboriginal families and Kuriwa AECG.Some of these programs included the GulangFest Celebrations at The Dolphin Theatre, The Entrance Campus inNovember and participation in the Message stick ceremony. We also participated in the Tuggerah Lakes LearningCommunity Koori Choir, The K–2 Deadly Dances, the ATSI Year 6 Leadership Day at Brooke Avenue PS, NAIDOCWeek celebrations, TLLC Aboriginal awards (including the Stan Ralph Scholarships) and staff regularly attended theAECG meetings.

Funding has been used to support ATSI students literacy and numeracy growth and targeted intervention to supportlanguage development. This extra support resulted in outstanding NAPLAN results for ATSI students:

Year 3 – NAPLAN Results – 12 ATSI students

Grammar and Punctuation: ATSI mean score s significantly above State (42.67) and SSSG (30.97)

Numeracy: ATSI students were significantly above State (45.8) and SSSG (37.33)

Reading: ATSI students were significantly above State (36.73) and SSSG (33.5)

Spelling: ATSI students are significantly above State (35.68) and SSSG (33.14).

Writing: ATSI students outperformed State (12.64) and SSSG (10.1)

Year 5 – NAPLAN Results – 8 ATSI students

Grammar and Punctuation: ATSI students performed significantly higher than state cohort (60.43)

Numeracy: ATSI students significantly above State cohort (41.07)

Reading: ATSI students above State cohort (28.52) and SSSG (5.37)

Spelling: ATSI students performed significantly better than State cohort (23.78)

Writing: ATSI cohort is above State (27.1) and SSSG (2.31)

Anti-Racism PolicyPrinted on: 1 June, 2020Page 23 of 25 Bateau Bay Public School 4520 (2019)

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

The school hosted a variety of events to support our ongoing focus on multicultural education across the curriculum.These events included NAIDOC Week celebrations, the Book Week parade, Harmony and Anti–Bullying day and theMulticultural Perspectives Public Speaking competition. These events promoted the values and attitude of acceptanceand diversity in the BBPS school community, within Australia and the world. Most students and staff, as well as familyand community members, participated enthusiastically in these activities.

Multicultural understanding is embedded in units K–6 across the curriculum allowing students to study, celebrate,appreciate and understand different cultures.

Anti–racism education continues to be a focus. Our Anti–racism officer (ARCO) continues to investigate any incidentsinvolving racism, working with the victim, the perpetrator and the families of students involved. There were 10investigations carried out by the ARCO in 2019, a small increase in reported incidents from 2018. Teaching staffcontinue to increase students understanding of racism and discrimination and its impact on others through teaching andlearning programs.

Other School Programs (optional)

Multi–Cultural Perspectives Public Speaking Competition

In 2019 Bateau Bay Public School participated in the NSW Multicultural Perspectives Public Speaking Competition. LacyM Stage 2 and Cooper D Stage 3 were entered in the local division. Lacy received a Highly Commended certificate.

NSW Premier's Spelling Bee

Throughout the end of Term One and early Term Two, interested Stage Two and Three students took part in classSpelling Bee's to determine 2 representatives from each class to take part in Stage Finals. Stage Finals were held duringEducation Week in Week 3 of Term Two.

The following Students progressed to the next level to represent Bateau Bay Public School at the Regional Finals atWarnervale Public School on the 10th September: Stage 2 – Abigail D, Andy W Stage 3 – Zachary G, Flynn B

Zachary fought very had to take out the Regional Spelling Bee title, which gained him entry into the State Finals on 8thNovember at the ABC Centre in Sydney. He competed against 48 other Stage 3 students from all over the state. Thecompetition was extremely difficult and lasted for over 4 hours. Zachary placed within the top 32 spellers of the state.Congratulations Zachary for your amazing achievement and to all of our other wonderful competitors.

Student Leadership Conference.

We congratulate the 20 students who attended the Tuggerah Lakes Learning Community Student LeadershipConference at Magenta Shores on Tuesday 27 August. Their behaviour was exceptional, displaying a growth mindset inall the activities they engaged in.

The program is designed to encourage the participants to:

* believe in themselves and their capacity to lead others

* become aware of how former students from Central Coast public schools have succeeded in their chosen careers andin some cases have achieved national and world–wide fame

* develop high expectations of their own future success


* give serious thought to their future career choices

* practise the communication, organisational and interpersonal skills successful leaders employ

* demonstrate confidence in unfamiliar situations and with people they do not know

During the day students attended whole–group sessions with motivational guest speakers, participated in several smallergroup workshop and had fun learning the qualities and skills useful to all leaders.

Technology

2019 was another progressive year technologically for Bateau Bay Public School. The school purchased new equipment,provided professional learning for staff and increased the use of technology as a tool for learning across the school.Through the school's Technology 4 Learning allocation, the school was able to provide a new class set of laptops forStage 3 students. SMART board replacement continued with a further five SMART panels installed in classrooms. Theschool replaced projectors in nine classrooms through a Department of Education scheme. Additional Science,Technology, Engineering and Maths (STEM) resources were purchased. The Woolworths Earn and Learn schemeenabled the school to order a portable green screen, iPad microphones and replacement robots. The school's P&Chelped the school purchase podcast making resources. Professional learning linked to the introduction of the amendedScience and Technology syllabus provided all staff with opportunities to learn about green screen technology, virtual andaugmented reality tools, visual coding applications, robotics and electronics. Teachers in Stage 3 worked in a peerteaching environment to learn about Minecraft Education Edition as a learning tool to address geography syllabusoutcomes to create a sustainable home in a forest biome. Teachers across the school successfully embedded the use oftechnology into student learning activities. Students used iPads and laptops from Kindergarten to Stage 3 and used otherSTEM, robotics and green screen resources when learning across the curriculum. Technology skills were taught tostudents by their classroom teachers. Kindergarten also learnt skills with a dedicated technology teacher during a fortyminute lesson once per week. NAPLAN online was carried out successfully for a second successive year by the school.

Sport

Bateau Bay Public School was heavily involved with PSSA sport in 2019. The school fielded teams in mixed AFL, girlsand boys soccer, girls and boys basketball, girls and boys touch football, girls and boys cricket, netball and rugby league.Students took part in ball games, swimming, cross–country and athletics carnivals. Girls and a boys rugby league teamstook part in the All School NRL competition. In addition, Stage 2 students participated in an Oz–tag gala day. The Under11s Rugby League team had a very successful year becoming NRL All Schools state champions. Three students wereselected to represent in Sydney North teams for hockey, rugby league and diving. One student was selected to representin the NSW diving team.


Documents

2019 Bateau Bay Public School Annual Report€¦ · Bateau Bay Public School celebrates its 40th anniversary in 2020. In 2019 the school continued its journey towards excellence mapped