2019 Bondi Beach Public School Annual Report

Bondi Beach Public School2019 Annual Report

1292

Printed on: 5 June, 2020Page 1 of 24 Bondi Beach Public School 1292 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Bondi Beach 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

Bondi Beach Public SchoolCampbell PdeBondi Beach, 2026www.bondibeach-p.schools.nsw.edu.aubondibeach-p.school@det.nsw.edu.au9130 2116

Message from the principal

This year has been a tremendously productive and enriching year. Our community partnerships continue to grow andadd value to our school programs and events. We continued to have well attended events including our Welcome BBQ,Kindergarten Transition Days, NAIDOC and Reconciliation assemblies, an Indigenous ceremony to connect to countryand many P&C events.

We used our equity funds to employ a student learning support officer to foster stronger relationships with our Aboriginalstudents. We also developed stronger connections with our Indigenous parent body and formed an active Aboriginalcommittee which included staff and representatives from our school families.

Throughout 2019 there were many improvements to our school. We installed the uniform shop from our P&C fundraisingand a grant submission. We installed the electronic sign and dedicated a demountable classroom to a user friendly musicroom.

As a school we decided to adopt the Positive Behaviour for Learning model to enable consistency in behaviourmanagement between primary and the local high school. Professional learning was key to developing a solid foundationand fostered a change in culture amongst the staff. The students, parents and carers and the staff were able tocontribute to establish a set of expectations relevant to our school context.

Our final year of the current school plan will consolidate our quality programs and we look forward to another successfulyear in 2020.


School background

School vision statement

Bondi Beach Public School is committed to being a school of excellence.

To achieve this goal our focus is on quality practice in each of the domains of Learning. Teaching and Leading, within avalues framework of respect, responsibility and achievement.

Our intention at Bondi Beach Public School is to develop:

* a school culture and set of practices that respects and responds to each student's aspirations and learning potential,within an inclusive child–centred learning environment

* increased social and emotional wellbeing of all students, where resilience and responsibility are encouraged andexplicitly supported

* quality teaching and leadership that focuses on learning, in order to cater for the diverse needs and abilities of studentsin the 21st century

* the skills of creativity, critical thinking, character development, citizenship, communication and collaboration in allstudents

* monitoring systems to track all student learning, and to assess English and mathematics against learning progressions.

School context

Bondi Beach Public School is located opposite Bondi Beach. Our school enrolment is 618 students, of which 276 areboys and 342 are girls. 16% of students are from an English as an Additional Language or Dialect (EAL/D) background.The school enrolment has shown considerable growth over the past few years. The school is augmented by outstandingcommunity support. Parents and carers have a strong partnership with the teaching staff and are involved in oureducational programs, cultural and sporting events. The school has an excellent reputation in the local community forhigh academic achievement, a focus on creative and performing arts, technology and excellent sporting programs,meeting students' needs and maximising their potential.

The school planning process is described below and informs the 2018–2020 School Plan. Each year we assess ourschool's practices in Teaching, Learning and Leadership against the Public Schools NSW School ExcellenceFramework's three domains of Delivery, Sustaining and Growing, and Excelling.


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


Strategic Direction 1

Students who are engaged, self–directed learners

Purpose

Provide a student directed learning environment that nurtures and challenges all students to become leaders of their ownlearning, with a focus on developing confidence and capabilities in literacy and numeracy. With an emphasis onwellbeing, the school will nurture and guide students to build positive, respectful relationships and become moreeffective, creative and independently motivated learners.

Improvement Measures

Increase the proportion of students demonstrating expected growth in literacy and numeracy.

Increase in staff capacity in the delivery of ICT and STEAM

Measurable improvement in whole school wellbeing practices.

The practice of students identifying, setting, and assessing the achievement of individual learning goals, is establishedacross the school.

Progress towards achieving improvement measures

Process 1: Students will demonstrate greater engagement with contemporary practices of collaboration, criticalthinking communication and creativity, including STEAM disciplines and ICT capabilities.

Evaluation Funds Expended(Resources)

An audit of existing technology hardware was conducted and hardware wasrelocated and reorganised to enable greater student access and engagementwith ICT. Staff attended professional learning around embedding ICT inscience programs with a resulting uptake and increase in delivery across thegrades of STEM projects with embedded ICT.

Extra computer coordinator employed0.2 – one day per week SAO rate /paid out of 6300 funds

QTSS funding used to employ full timeteacher in term 4 to support classroomteachers

Funding Sources: • Quality Teaching, SuccessfulStudents (QTSS) ($116.00)

Process 2: Teachers will implement evidence–based teaching practices that promote critical thinking, collaboration,and 21st Century Learning skills


Practical science activities and collaborative activities were evident by theend of the year in all programs, indicating greater teacher confidence indelivering these programs. Baseline data on teacher confidence andcapability in using ICT was collected in preparation for measuringeffectiveness of PL and uptake of technology. Moving forward the schoolwould like to see specific strategies to develop creativity and critical thinking,with PL sought in this area.

4 casual days – $2000

Process 3: A consistent, school wide approach will be established that enables all students to actively takeresponsibility for their learning, behaviour and achievements.


Preparatory work was done by the PB4L team ready for program launch in2020. In consultation with the PB4L coach, a timeline for implementation wascreated. The school community was consulted and school core values

.6 LaST $64030

.4 literacy and numeracy support



underpinning the PB4L framework were determined. Staff consultation andagreement was reached on expected behaviours and what this would looklike in different areas of the school. A matrix of expected behaviours built ona shared understanding was created ready for implementation in 2020.

Early intervention and targeted support was provided to students in K–2literacy and numeracy. More consistent data collection and recordingmethods were implemented to provide baseline data for more effectivemeasurement of student growth.

Staff professional learning on developing SMART goals was provided andstudent goal setting strategies were modified. Further work needs to be donein developing student understanding of setting SMART goals.

$38214

Professional learning 8 days $4000

Funding Sources: • Low level adjustment for disability($46327.00)



Quality teaching focusing on learning

Purpose

Provide a student–directed, future–focused learning environment underpinned by high expectations and evidence–basedreflective teaching practices. The differentiated curriculum must be succinct, relevant and dynamic to prepare ourstudents with skills and capabilities to thrive in a rapidly changing world.


Teachers have an in–depth knowledge of current research into best practice in education.

Formative assessment strategies are embedded in all learning programs.

The school's value added data in literacy and numeracy continually improves.

An increased proportion of students report a positive learning climate with clear expectations for success.


Process 1: All identified students will have individual education plans with differentiated content andevidence–based teaching practices.


The learning and support team co coordinator collaborated with classteachers to review and compose Personalised Learning Student Plans.(PLSPs). Following from student needs "traffic light" meetings, teachersidentified social, emotional, academic and behavioural aspects that requiredmonitoring and or intervention and support. Parents and carers reviewed theplans and provided feedback before signing off. PLSPs were adjusted andreviewed throughout the year as students achieved identified goals. Classteachers made annotations where programs were differentiated to meet theneeds of these students.

All class teachers currently use a range of differentiation strategies. In 2020,the school would like to further up–skill teachers through professionallearning on using Program Builder for teaching programs, which enablesteachers to maintain a consistent practice around recording differentiationstrategies implemented for each student in the form of program annotations.

Process 2: Teaching will be collaborative and collegial, employ evidence based practices, and be assessed throughthe lens of the national standards


Teachers engage in professional learning every two weeks which targets theschool's strategic directions outlined in the school plan and aligned with theProfessional Standards for Teachers. All teacher's professional developmentplans (PDPs) identify personal and professional goals which are also linkedto the Standards.

QTSS funds were used to timetable teacher observations during qualityteaching rounds with a school focus on establishing quality reading groups toimprove student learning outcomes. The executive team established apractice of consistency in assessment through developing and implementingrubrics across key learning areas and timetabling reviews of student worksamples across different classes in the same stage of learning.

A culture of collaboration is maintained at the school through beginningteachers networks and facilitating beginning teachers' access to targeted

• Beginning teacher funding –$69,327 • QTSS release $116,107



professional learning in the community of schools network.

Process 3: Formative assessment practices will be systematically embedding across all learning environments.


All classroom teachers include explicitly stated learning intentions andsuccess criteria in their lessons so students know what they need to learnand how they know they've achieved their learning goals. These arereviewed during QTSS observations. A range of formative assessmentstrategies are outlined in all teaching programs and learning goals areidentified and documented through program annotations. Teachers identifydifferentiation strategies as a result of formative assessments. Consistent useof learning intentions and success criteria fostered a culture of effectivefeedback and teacher's knowledge of where their students are in thecontinuum of learning and identified learning goals for where to next.

• Beginning teacher funding –$69,327 • QTSS release $116,107

Process 4: School reporting systems, including 3 way interviews, will contain more student voice and reflection(self–directed learners)


Three way interviews between teachers, parents and students fosters anetwork of support for each student and creates opportunity for all to worktogether to achieve a common goal. Student goal setting is a component ofthree way interviews and this will be expanded in 2020 to other times in theschool year. Student academic reports also include a learning goal andstudents are able to identify areas to further develop in their self reflectionforms.

SENTRAL cost – $8132.40 per year



Leadership

Purpose

Ensure a culture of school–wide leadership that inspires high expectations and focuses on strategic planning, effectivemanagement practices, and strong community engagement. Drive school excellence by building leadership capacity instudents and staff, with a shared responsibility to deliver school priorities and continued school improvement.


The school provides more leadership opportunities for staff and students over the school planning period 2018–2020.

The school meets its targets and milestones in the school plan.

Results from survey data indicates improvement in community cohesiveness over the school planning period2018–2020.


Process 1: Instructional leadership / capacity building

Challenging roles, responsibilities and opportunities will be provided for senior leaders that leverage andgrow their talents, sustaining a coaching and mentoring culture at all levels in the school.


All executive have been involved in school planning for 2020 and given morecoaching in the senior leadership roles and responsibilities.

2 x casual staff ($1016) to releaseexecutive for 2020 planning day

Process 2: Distributive leadership / student voice

Maintain a focus on distributed leadership including executive leadership team, aspiring teachers, theStudent Leadership team and the SRC and ERC.


Leadership initiatives across the whole school have shown more focus, andreports from interviews conducted by the Case Management and SupportUnit have been positive about the current executive leadership team.Leadership opportunities for teachers who identified as 'ready to lead' wereprovided across a range of areas. A focus was maintained on studentleadership roles, particularly within the Year 6 cohort.

Process 3: School plan

The school ensures effective implementation of the school plan through consultation and review.


Executive meetings were used to discuss the school plan, including theplanning, tracking and evaluation of milestones. In addition, executive wereinvolved in a whole day school planning meeting to discuss 2020 milestonesand build a deeper understanding of the processes. Milestones weregenerally met within the specified time frame.

2x casual teachers – $1000

Process 4: Community engagement

The school regularly reports priorities and progress, and celebrates successes with parents and thecommunity through newsletters, semester reports, Annual School Report, forums and P&C meetings.




The school has had a lot to celebrate in 2019, and the atmosphere atcommunity events has been excellent.

Anecdotally the school has had significant feedback that the community hasbeen pleased with the current relieving executive team.

The executive team has worked collaboratively with the P&C in a number ofprojects, including the installation of the cabana to house the uniform shop,and communication channels have been excellent with the weekend marketoperator.

Committees have been established to include a broad selection of communitymembers for major school initiatives including the Positive Behaviour forLearning project (PB4L) and playground upgrade.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2702 2019 funds

$4018 rolled over from2018

Wandana Aboriginal Education providedprofessional learning for the whole teachingstaff to deepen knowledge and understandingaround Aboriginal culture.

Resources were purchased for classes toparticipate in activities related to exploringIndigenous culture.

A teacher was employed to work onfoundation skills for Aboriginal studenttransitioning from Kindergarten to Year 1.

A local Aboriginal parent was employed towork with and support teachers in ensuringthat Aboriginal perspectives are included in2020 programs.

English language proficiency $45,356 allocated forEAL/D teacher to work 2days per week.

NAP funding $3710 July /$5,300 August / $5300October = $14,310 used toemploy NAP teacher oneday per week from term 3until end of the year

Funding Sources: • English languageproficiency ($45 356.00)

Analysis of results for students in Term 4indicated students who were supported hadmade gains in language proficiency.

Low level adjustment for disability Staffing $64,030 used toemploy LaST teacher 3days per week

Flexible funding 46,327 –used to employ SLSOs towork with identifiedstudents

Funding Sources: • Low level adjustment fordisability ($110 356.00)

A Learning and Support teacher wasemployed 3 days per week to coordinatesupport programs for students identifiedthrough the learning and support team.

SLSOs were employed to support studentlearning and behaviour in class and in theplayground, including additional staff soughtin Term 3 to address additional identifiedneeds.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS $116,107 QTSS funds were used to employ a full–timeteacher for 2019.

In Term 1 the QTSS teacher focussed ondelivering the Bounce Back resilienceprogram, and participated in team–teaching.

In Terms 2 and 3 the focus was oncollaborative practice and releasing teachersto observe each others' reading groups, andin Term 4 a Gifted and Talented program wasdeveloped, withdrawing students to engage ina cross–curricular games–based learningprogram.

Support for beginning teachers Beginning Teacherallocation $69,327

Beginning Teacher funds were used toemploy teachers to provide additional releasetime each week for beginning teachers and toallow experienced mentors to coach andsupport beginning teachers.


Support for beginning teachers Beginning Teacherallocation $69,327

Targeted professional learning was alsoprovided from this funding source.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 308 320 350 342

Girls 296 310 299 276

Student attendance profile

School

Year 2016 2017 2018 2019

K 96.2 95.3 94 93.4

1 98 93.6 93.4 93.9

2 96.2 96.9 93.7 95.1

3 96.9 95.1 94.8 93.4

4 97.1 95.9 93 94.3

5 95.9 96.4 94.9 94.6

6 97.1 95.7 92.6 92.7

All Years 96.8 95.5 93.8 94

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

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) 1

Assistant Principal(s) 4

Classroom Teacher(s) 23.18

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 1.2

School Administration and Support Staff 4.06

*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.


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 614,935

Revenue 5,634,717

Appropriation 4,876,826

Sale of Goods and Services 33,789

Grants and contributions 714,191

Investment income 6,612

Other revenue 3,300

Expenses -5,430,667

Employee related -4,660,650

Operating expenses -770,017

Surplus / deficit for the year 204,051

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 76,233

Equity Total 166,633

Equity - Aboriginal 2,702

Equity - Socio-economic 8,219

Equity - Language 45,356

Equity - Disability 110,356

Base Total 4,167,243

Base - Per Capita 152,280

Base - Location 0

Base - Other 4,014,963

Other Total 330,101

Grand Total 4,740,210

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.

Literacy and Numeracy Graphs

Band 1 2 3 4 5 6

Percentage of students 0.0 1.1 11.5 12.6 17.2 57.5

School avg 2017-2019 1.9 3.7 7.1 14.9 17.8 54.6


Band 1 2 3 4 5 6


School avg 2017-2019 1.1 3 6.7 14.8 26.7 47.8

Band 1 2 3 4 5 6


School avg 2017-2019 0.4 4.1 10.4 19 33.1 33.1


Band 1 2 3 4 5 6


School avg 2017-2019 1.1 0.7 9.3 22.4 50 16.4

Band 3 4 5 6 7 8


School avg 2017-2019 2.6 9.1 15.6 23.8 23.8 25.1


Band 3 4 5 6 7 8


School avg 2017-2019 2.2 4.3 11.7 25.7 24.3 31.7

Band 3 4 5 6 7 8


School avg 2017-2019 3 4.3 19.9 27.7 30.7 14.3


Band 3 4 5 6 7 8


School avg 2017-2019 3.5 10.4 32 37.2 11.7 5.2

Band 1 2 3 4 5 6


School avg 2017-2019 0 3.3 8.1 25.9 36.3 26.3


Band 3 4 5 6 7 8


School avg 2017-2019 1.3 7.4 20.1 30.1 26.6 14.4


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responsesare presented below. Feedback from all members of the school community was sought throughout 2019 through P&Cmeetings, written feedback and surveys.

A written survey was sent to our parent community in Semester 2 to seek feedback on the school's new student reportsand how the school provides information to families on their child's academic and social progress. While mostrespondents (74%) were not aware that the new reports were based on feedback provided by parents on whatinformation they would like to receive in reports, the majority of respondents (57%) agreed that the reports clearlyoutlined their child's progress. Parents were able to understand their child's academic grades ( 80%) and found thelanguage used to communicate was easy to understand (76%).

The school's community programs continue to offer exceptional services to our students and families. The schoolcanteen successfully achieved recognition as a healthy canteen. The report from 2019 showed that 88% of the menumet the healthy eating guidelines. Feedback from parents on the new canteen menu has been very positive. The Hive,our out of school hours care, conducted an overall satisfaction survey and achieved an overall satisfaction score of 80%,placing it in the outstanding performers range. The majority of parents (83%) scored the centre 9 or more out of 10. Thecentre continues to take on feedback on ways to improve the programs offered both before and after school andthroughout their holiday programs.


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.

Anti-Racism Policy

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.


Documents

2019 Bondi Beach Public School Annual Report