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Blackett Public SchoolAnnual Report

2018

4453

Printed on: 30 April, 2019Page 1 of 25 Blackett Public School 4453 (2018)

Introduction

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

Susan Bywater

Principal

School contact details

Blackett Public School47-59 Boldrewood RdBlackett, 2770www.blackett-p.schools.nsw.edu.aublackett-p.school@det.nsw.edu.au9628 7760


School background

School vision statement

Blackett Public School is committed to providing stimulating and differentiated education in a nurturing learningenvironment so that all students can become active, confident participants within our ever changing, challenging world.As a whole school community, we share a common commitment to learning and to improving the outcomes for allstudents in our diverse community.

School context

Blackett Public School, with an enrolment of 235 students, including 30% Aboriginal and Torres Strait Islander studentsand 30% of students from a non–English speaking background, mainly Pacific Islander students, is situated in WesternSydney. The school has a support unit with three classes catering for students with a range of intellectual, physical andemotional disabilities.

Aboriginal Education is a priority in all aspects of the curriculum. Equity funding facilitates initiatives. Early Action forSuccess (EAfS) pedagogy drives best practice interventions in literacy and numeracy, for students Kindergarten to Year6. Positive Behaviour for Learning initiatives underpin school wide expectations and student welfare policies. Aschool–wide approach creates an environment which fosters success, and supports the development of safe, respectfuland responsible learners.

Parent and community partnerships are highly valued and are considered an integral part of our school's success. Theschool works closely with external agencies and our Community Liaison Officer facilitates and drives communityconnectivity.

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.

The results of this process indicated:

In the Domain of Learning the school's self–assessment was consistent with the evidence presented in the twoelements/and is validated using the School Excellence Framework.

• In the Element of Learning Culture the evidence presented indicates that the school is operating at the Deliveringstage.

• In the Element of Wellbeing the evidence presented indicates that the school is operating at the Sustaining andGrowing stage.In the Element of Reporting the evidence presented indicates that the school is operating at theDelivering stage.

• In the Element of Student Performance Measures the evidence presented indicates that the school is operating atthe Delivering stage.

In the Domain of Teaching the school's self–assessment was consistent with the evidence presented in the twoelements/and is validated using the School Excellence Framework.

• In the Element of Data Skills and Use the evidence presented indicates that the school is operating at theDelivering stage.

• In the Element of Professional Standards the evidence presented indicates that the school is operating at theDelivering stage.

In the Domain of Leading the school's self–assessment was consistent with the evidence presented in the twoelements/and is validated using the School Excellence Framework.

• In the Element of Educational Leadership and Use the evidence presented indicates that the school is operating atthe Delivering stage.


• In the Element of School Planning, implementation and Reporting the evidence presented indicates that the schoolis operating at the Delivering stage. In the Element of School Resources the evidence presented indicates that theschool is operating at the Sustaining and Growing stage

Major School Initiatives of which the school is proud: • Student Wellbeing Practices and Outcomes • Distributed Leadership opportunities • Delivery of quality teaching and a shared pedagogical approach. • Parent and Community partnerships. • Enrichment of the curriculum to expand the experiences of students in a low–socio economic status community. • Prudent and effective management of resources; personnel, fiscal and physical. • The consolidation and delivery of assessment and reporting strategies.

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

Quality Teaching and Learning (In every classroom everyday)

Purpose

To enhance teaching practices, to accelerate learning with a differentiated curriculum that is flexible, reflective, relevantand dynamic to meet the diverse needs of our students, staff and community.

Overall summary of progress

Students achieving at or above stage expectation (green) supported by the teacher.

Students achieving below stage expectation (yellow) supported by the teacher, Interventionist, and Instructional Leader.

Students achieving below stage expectation with significant learning needs have Individual Education Plans and aresupported by the teacher and Learning and Support Teacher. A percentage of students have placements in the SupportUnit in either IO, MC or IM.

The Learning and Support team continually monitors the progress of all students.

Project One – Research Informed Pedagogy • All student base line data identified. • Students requiring Interventionist support identified. • 5 weekly case management meetings have occurred. • Coaching and mentoring is an ongoing process and will continue in 2019. Evaluation Verdict – DELIVERING • High quality programs. • IEP's for identified students. • IEP's updated in 5 weekly intervals – Evaluation Verdict – Still a work in progress due to the changes in staff over

the 2018 year. Individual and whole school professional learning are ongoing requirements to ensure all IEP's arein place, are regularly reviewed with differentiated evident in teaching programs. Evaluation Verdict – WORKINGTOWARDS DELIVERING

• All staff have been provided access to researched based professional learning in order to improve practice anddemonstrate the practical implementation of the specific requirements of Standard 1 – Know students and howthey learn. Also, Standard 2 – Know the content and how to teach it and Standard 3 – Plan for andimplement effective teaching and learning as well as Standard 5 – Access, provide feedback and report onstudent learning.

Project Two – Demonstrated exemplary professional competence. • All staff at the end of the year were able to speak confidently about student achievement, with the exception of

temporary staff engaged for short periods of time. • All staff were offered access to peer coaching and mentoring opportunities, with 80% engaging in those practices

and fully accessing the QTSS philosophy. • Those who did not were encouraged to participate fully in tailored PL to support their identified goals in their PDP's.

• Some staff still require ongoing coaching in the area of effective communication relating to student progress.Standards 1, 2, 3 and 5 apply.

• Evaluation verdict – DELIVERING.

Project 3 – Aboriginal Education • The school engaged in consultation with the Education Team at Nirimba to determine the most effective way to

embed Aboriginal Perspectives across the curriculum. • This was supported by the AEO and Aboriginal LaST as well as two Aboriginal SLSOs. • All staff have been informed of protocols in relation to Aboriginal students and families. • AEO and LaST clarified issues as they arose. • PLP's were difficult to engage with the Aboriginal community. Only 11 or 23% of Aboriginal families engaged in

meetings with their children, the AEO, LaST and Class Teacher to discuss progress and pathways. • For those students not represented by families the PLP's were written in consultation with the student, AEO, and

LaST. Case workers for Out Of Home Care Students provided the (parental) input for these students.


• Not all Aboriginal students met their goals, in particular Stage 3 boys who experienced social, emotional andbehavioural challenges.

• The mobility of some families and a large number of visits to "Country" on "Sorry Business" also impacted on this.Evaluation verdict – WORKING TOWARDS DELIVERING.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase the percentage ofstudents demonstrating expectedgrowth in literacy and numeracy,consistent with the new LearningProgressions and Premier'stargets for all students, includingaspirational targets for Aboriginaland Torres Strait Islander (ATSI)students.

Increase staff access toappropriate ProfessionalLearning (PL) and support,ensuring the provision of highquality, differentiated educationalprograms across all Key LearningAreas (KLAs).

Aboriginal Students match orexceed the average growth of allstudents.

Aboriginal staffing allocationof $67042 equal to 1.0 FTEAEO position. AboriginalFlexible Funding of $29840was supplemented by$8091 from Socio EconomicBackground funding. Thisallowed the employment ofan Aboriginal SLSO for 4hours 40 minutes daily,specifically to supportstudents in NAPLANpreparation and Languageand Numeracy programs.

An Aboriginal teacher, fillingthe maternity leave vacancyof the LaST position,provided culturally specificsupport for Aboriginalstudents, some of whomhave been diagnosed with adisability in mainstreamclassrooms and whocurrently sit in the "Red"position of the PBLAcademic Triangle.

An Aboriginal StudentLearning and SupportOfficer employed as part ofthe Literacy and Numeracyfocus team of SLSO's toincrease the capacity ofstaff to communicateeffectively with theAboriginal community thusincreasing the commitmentby staff and parents/carersto support the learning ofAboriginal Students.

Aboriginal staff liaised closely with members of theAboriginal community. 11 families engaged in thecreation of PLP's for their students. Aboriginalstudent performance data revealed that:

K–2 Cohort of 25 Aboriginal Students

Reading: • 7 Students (28%) were considered "red" studentswith IEP's as part of their PLP. • 3 Students (12%) were considered "yellow"students with support from Interventionists. • 15 Students (60%) were considered "green"students working at or above stage expectations.Writing: • 4 Students (16%) were considered "red". • 4 Students (16%) were considered "yellow" and • 17 Students (68%) were considered "green.Numeracy – Additive Strategies: • 2 Students (8%) "red" • 1 Student (4%) "yellow" • 22 Students (88%) were "green at or above stagelevel.3 – 6 Cohort of 19 Aboriginal Students.

Reading • 4 Students (21.05%) were considered "red"students with IEP's as part of their PLP. • 1 Students (5.31%) were considered "yellow"students with support from Interventionists. • 14 Students (73.08%) were considered "green"students working at or above stage expectations.Writing: • 3 Students (15.78%) were considered "red". • 5 Students (26.31%) were considered "yellow"and • 11 Students (57.89%) were considered "green.Numeracy – Multiplicative Strategies: • 1 Students (5.26%) "red" • 10 Student (52.63%) "yellow" • 8 Students (42.10%) were "green at or abovestage level.6 students were in Support Unit classes and theirdata was not included in this analysis.

Data for Aboriginal Students reflects the K–2 trendand 3–6 trends for all students.

All student progress was tracked in 5 weeklyintervals and measured against the red, yellow andgreen bands of the PBL academic triangle. In thecontext of the curriculum and the progressions,Green students are at or above stage expectationsand received tier 1 support from the class teacher.Yellow students are "off the boil" and receiveadditional support at tier 2 level from theinterventionist. Red students receive tier 3 support






Increase the percentage ofstudents demonstrating expectedgrowth in literacy and numeracy,consistent with the new LearningProgressions and Premier'stargets for all students, includingaspirational targets for Aboriginaland Torres Strait Islander (ATSI)students.

Increase staff access toappropriate ProfessionalLearning (PL) and support,ensuring the provision of highquality, differentiated educationalprograms across all Key LearningAreas (KLAs).

Aboriginal Students match orexceed the average growth of allstudents.

and have Individual Education Plans (IEP's). Theclass teacher, Student Learning Support Officers(SLSO) and the Learning and Support Teacher(LaST) provide this intervention.

K–2 Student Progress – Reading

70% of students are at or above stageexpectations. 10% are "off the boil" and 17%require LaST support and IEP's.

K–2 Student Progress – Writing

70% at or above stage expectations. 18% of yellow"are of the boil" with intervention support, 5% areconsidered red student's with LaST support andIEP's.

K–2 Student Progress – Numeracy

99% are at or above stage expectations. 1% are inthe red student's with LaST support and IEP's.

3 – 6 Student Progress – Reading

92.2% of students are at or above stageexpectations (83) students.4.4% are "off the boil"and receiving interventionist support (4 students).

3.3% are considered to be "red" students with LaSTsupport and IEP's (3 students).

3 – 6 Student Progress – Writing


8.79% are considered to be "red" students withLaST support and IEP's (8 students).

3 – 6 Student Progress – Numeracy


8.79% are considered to be "red" students withLaST support and IEP's (4 students).

All staff both teaching and non teachingaccessed appropriate quality ProfessionalLearning to ensure that students were providedwith quality differentiated programs. SLSO'sengaged in Professional Learning to increase theirskills to support student learning. Administrativestaff also engaged in Professional Learning tomaximise the efficient management of the school.

Next Steps

The focus in 2019 will be on Professional Learning in the areas of; spelling, grammar, phonics and punctuation.


There will be increased Professional Learning for new staff in the pedagogies in Teaching Early Numeracy (TEN) andTaking Off With Numeracy (TOWN).

Previous strategies will be revisited. Aboriginal Perspectives will permeate all curriculum areas.

In the context of the Premiers Target's there has been a positive shift of students from K–2 and 3–6.

Conclusion – K– 2

Analysis of progress tracked over time, identifies reading and writing as focus areas to reduce the percentage in yellow.,especially in writing, to the standard of the variation of the academic triangle. Student progress in numeracy – Additivestrategies – is on track.

Conclusion – 3 – 6

Whilst students progress in reading with understanding is sound there was work to be done in Writing. In 2019 there willbe a focus on Spelling and Grammar and Punctuation knowledge.

Numeracy results based on Multiplicative Strategies, indicate a need for more Professional Learning for staff and theimplementation of a scope and sequence to be used in every classroom. The TOWN strategy will be re–visited tosupport staff in professional learning, for this deficit, as identified.



Leading (Leadership development at all levels)

Purpose

To develop a culture where leadership within the school promotes a self–sustaining and self–improving community whowill continue to support the highest levels of commitment to learning.


Project One – Whole School Leadership • Executive meet with all staff both teaching and non teaching to discuss and write PDP's. • All teaching staff are encouraged to undertake leadership responsibilities. • All Executive identify leadership aspirations in their PDP's. • All staff engaged in the process of unpacking the School Excellence Framework (SEFv2) and provided input into

the preparation for External Validation and in determining the position of the school in the context of the threeDomains and fourteen Elements.

• PDP's for all have been reviewed. • All staff both teaching and non teaching have undertaken Professional Learning (PL) to support the development

of leadership potential. • There is a clearly stated commitment by all staff to bring improvement to student learning and life outcomes. • Staff, students and the community were surveyed to provide valuable insight into the effectiveness of the school

within the context of its purpose and strategic directions for 2019 and beyond (analysis of results can be found inthe Parent/Carer giver, student and teacher satisfaction section.)

• Evaluation verdict – DELIVERING.

Project Two – Student and Community Leadership • The newly elected Student Leadership Team capably ran assemblies and officiated at formal occasions such as

Presentation day, The George Blackett Matinee, The Blackett Short Film Festival, end of year concert and otherdays of celebration.

• Year 5 students trained in Peer Play and supported K–2 students in organised playground games. • Student leaders displayed increased levels of confidence in engaging with teachers, parents and the wider

community. • Parents, carers and teacher mentors had meaningful discussions with school leaders about future goals. • Evaluation verdict – DELIVERING.





Increase the engagement of allstaff, students and widercommunity in developingleadership capacity, to supportand expand learningopportunities and wellbeing for allstudents compared to 2017baseline data.

Increase student, parent/carerskills, knowledge, andunderstanding to engage inreflective discussions withstudents, providing increasedopportunity to lead learning athome compared to 2017 baselinedata.

Engagement of aCommunity EngagementOfficer to liaise with allmembers of the schoolcommunity and engage withexternal partnerships toexpand learningopportunities and wellbeing$81673.

Engagement of a BusinessManager whose dutiesinclude student wellbeing,community liaison andpromotion of the schoolsprofile with the community,as well as the managementof WHS protocols and LSTrecord keeping ($102583)

• All parents and carers are better informed oflearning priorities within the school and areacknowledged as the "first teachers" and leaders of"early learning" for their children. • All staff have opportunities to lead withexperience, co lead to gain more leadershipexpertise or shadow/assist leaders in school wideprograms, initiatives and academic priorities. • The Business Manager (BM) position haseffectively allowed Learning and Support Teamprotocol to be streamlined. • WHS committees to function more efficiently aswell as enabling policies protocols to be monitored • The Business Manager monitors and managesthe school Website and Facebook page. • The undertaking of a variety of administrativetasks has allowed teaching staff to engage moreeffectively in leadership initiatives school wide. • Student Wellbeing has been a priority in 2018.








in addition to Executive andPrincipal Support.

The dedicated application ofthe 0.2 LaST staffingentitlements to maximiseteaching and learning for allstudents within the "Red"zone of the PBL AcademicTriangle.

Payment of Higher Dutiesallowances and leadershippathways for aspiringleadership = $35000 APunfilled vacancy staffingallocation (for the APLaSposition vacated in Term 42018).

The establishment of anaspiring AP network bysubstantive AP – Staffresource and occasionalcatering/paper expenditure.

Attendance of aspiringleaders at all levels atappropriate Leadershiplevel PL (PL Funds).

Attendance ofNon–Teaching staff atappropriate PL – Someovertime costs per SLSO atan hously rate of $35 perhour (PL funds andsocio–ecomonicbackground funds).

Beginning Teacher fundsfor specific Staff $13786 toallow coaching/mentoring,PDP focussed PL andadditional PL to developgreater capacity toimplement effectiveteaching/learning programs.

Speech assessment byprofessional speechpathologist to establishbase line data andprograms (complementedby a trained SLSO) forstudents K–2, of concernwith expressive/receptivedeficits. Cost $4147 LowSocio–economic RAM.

Inclusion of communitymembers in opportunities toengage with external

The Community Liaison Officer (CLO) BM, APLearning and Support) APLaS, school executives,Classroom Teacher and Non Teaching Staff havedeveloped effective protocols in addressingmultiplicity of student wellbeing issues. as well asempowering parents and carers as leaders of theirchildren's learning future. • Compared to 2017 baseline data all identified redstudents have IEP's are brought before the L&STand receive appropriate intervention. • All students are monitored for attendance,emotional , educational and social development.Parents/carers are supported and encouraged toengage with external suppliers and programs tofurther expand their understanding of studentlearning. • All staff are able to attend Professional Learning(PL) in the context of the schools StrategicDirections, their personal and professional goalsidentified in their PDP's and according to theirleadership aspirations. • Supportive community members also took part inlearning which assisted their students progress.








suppliers (e.g. MissionAustralia, and Yellow Doormental Health.

• All parents and carers are better informed oflearning priorities within the school and areacknowledged as the "first teachers" and leaders of"early learning" for their children. • All staff have opportunities to lead withexperience, co lead to gain more leadershipexpertise or shadow/assist leaders in school wideprograms, initiatives and academic priorities. • The Business Manager (BM) position haseffectively allowed Learning and Support Teamprotocol to be streamlined. • WHS committees to function more efficiently aswell as enabling policies protocols to be monitored • The Business Manager monitors and managesthe school Website and Facebook page. • The undertaking of a variety of administrativetasks has allowed teaching staff to engage moreeffectively in leadership initiatives school wide. • Student Wellbeing has been a priority in 2018.The Community Liaison Officer (CLO) BM, APLearning and Support) APLaS, school executives,Classroom Teacher and Non Teaching Staff havedeveloped effective protocols in addressingmultiplicity of student wellbeing issues. as well asempowering parents and carers as leaders of theirchildren's learning future. • Compared to 2017 baseline data all identified redstudents have IEP's are brought before the L&STand receive appropriate intervention. • All students are monitored for attendance,emotional , educational and social development.Parents/carers are supported and encouraged toengage with external suppliers and programs tofurther expand their understanding of studentlearning. • All staff are able to attend Professional Learning(PL) in the context of the schools StrategicDirections, their personal and professional goalsidentified in their PDP's and according to theirleadership aspirations. • Supportive community members also took part inlearning which assisted their students progress.

Next Steps

A greater emphasis will be placed on staff PDP's and the professional learning which will support the attainment of thesegoals. Leadership options will be reviewed with an emphasis on gaining experience in school wide initiatives by workingalong side established leaders. The SEF will form the basis of all staff discussions relating to professional developmentand programs of instruction. There will be a greater emphasis on engaging parent carers as leaders of learning in thehome setting (Homework Club and the parent volunteer reading program are planned for Term 2 2019). Parents andcarers are encouraged to volunteer in the early learning program run by the Community Liaison Officer (CLO). Studentswill be provided with greater opportunities to take responsibilities within the school and access leadership programsprovided by partnership/universities, Chifley College school and external providers which focus on resilience andleadership potential for senior students.



Connected Communities (working better together)

Purpose

To increase community participation in school leadership, well–being, and family partnership projects in order forstudents to grow into confident, creative and resilient citizens of the future and of the world.


Project One – Implementation of school wide programs which enhanced the engagement of student progress inKey Learning Areas (KLA's) other than Literacy and Numeracy.

• All students participated in the range of Creative and Performing Arts (CAPA) opportunities and this resulted in200% increase in the level of parent/carer/community engagement and recognition of the considerable talents andachievements of their children.

• Art, Drama, Dance and Choir were focus areas. • Teachers were engaged in the variety of projects undertaken as well as themselves teaching students new skills in

dance, choir, debating and public speaking. • Children were exposed to different cultures and participated in showcasing their newly learnt skills. • Technology upgrades and the integration of technology into everyday learning opportunities resulted in students

accessing the curriculum in an integrated way. Technology and learning are part of day to day practice. • Evaluation verdict – SUSTAINING AND GROWING. • Student engagement with programs provided by external providers, particularly in the areas of sports, resilience

building, peer support and group mentor programs where effective. Evaluation verdict – DELIVERING.

Project Two – Student Wellbeing • All staff engaged in PL relating to their purpose and functioning of the Learning and Support Team provided by the

LaST and the APLaS. • Key staff engaged in Action Research to examine Support Unit best practice, provided by members of the

Wellbeing Team. • All staff engaged in First Aid and mandatory training in all required areas, with the focus on Student Wellbeing. • Key transition points were examined i.e. Pre Kinder to Kinder, Stage 3 to High School and mainstream to Support

Unit . Practices were reviewed and modified for 2019 implementation. • PL in specific areas relating to Behavioural Support, Risk Management, Trauma Informed approaches to

supporting students behaviours and other relevant wellbeing topis have been delivered. • Parents and carers have been consulted on a regular basis and connected with appropriate services to support all

aspects of student wellbeing. • Public meetings were held to establish a common and shared understanding of Blackett PS expectations and

shared values. • P.B.L data tracked student performance academically and behaviourally. • Improved communication forums such as the school Facebook Page, Website, Electronic signage, foyer

information a centre for hard copy pamphlets and hard copy newsletters regularly updated the community andcelebrated student achievement. Evaluation verdict – DELIVERING.





Increase recognition of diversityand cultural difference amongstudents, staff and communitycompared to 2017 baseline data.

Increase student understandingof purposeful learning, positivemindset and civic responsibilitycompared to 2017 baseline data.

Costume Hire for End ofYear Concert and CulturalDance concert. Nil chargestaff denotation.

Purchase IT hardware forschool $1700.

IWB/Big Screen TV for thecomputer LAB.

• All students, parents, carers teachers andcommunity have engaged fully with the CAPAperformances, displays and experiences. • Attendance at the George Blackett Art Show,Christmas Concert and the Blackett Short FilmFestival reflect the commitment to celebrating adiverse community. • Extra curriculum programs such as Punjabidance, Indian dance, choir, hip hop and diverseclass items have celebrated all cultural diversitieswithin the school community.








Re–configuration of Libraryand Staffroom computerbanks – Cabling costs$9800.

Ipads – Replacement X30 –$4500.

Air Conditioning –Counsellors office, Galleryand the Principals office$2400.

IWB in ED classroom $2500and air conditioner in theED Classroom $840.

Low socio economic statusRAM and operational funds

Resources from Stock –$3500

Employment of 0.6 FTE –CAPA program leader toconduct school wide culturalinitiatives – $62700 (socioeconomic background.

Engagement of AITSIperformer every year (2018and ongoing) at an averageexpenditure cost of $1500for all students toexperience a traditionalIndigenous performer andshare culture.

Staff hours (voluntary) inextracurricular classes inthe areas of Punjabi andIndian, Hip Hop Dancegroups and choir.

Nill Cost to the school

Refurbishment of Block E(Carol's Place), donationsand volunteer time.

Donations of Furniture fromexternal sources such asWestpac, TAFE and RoyalCommission (surplussupplies).

Additional 2 days per weekGA time ($2800)to refurbishBlock E – painting, fencing($3500), furniture collectionplus additional maintenanceof BPS site as required for

• Blackett PS welcomed an ever increasing diversestudent enrolment in 2018 as compared to 2017with students from India, Pakistan, Turkey, China,Africa and the Philippines joining a forever diversecommunity. • Students have shown an increase in capacity toengage in conversations about their learning,identifying next steps in skill acquisitions and longerterm goals for their academic future. • PBL and positive conversation about respect andstudent leadership are evident in all reflectiveconversations with students.








the entire 2018 year. Totalcost from Operational fundsand RAM. This is toincrease the opportunitiesfor students and communitymembers to engage instudent learning focussedand wellbeing programs.

Increase parent/carer skills."No dollar expenditure" buttime and personnelexpenditure, CLO, BM (asdocumented) and NGO (notfor profit) organisations.Such as Mission Australia,Smith Family, Family Links,Yellow Door, BrighterFutures, Bridging the GAP,Link–up.

• All students, parents, carers teachers andcommunity have engaged fully with the CAPAperformances, displays and experiences. • Attendance at the George Blackett Art Show,Christmas Concert and the Blackett Short FilmFestival reflect the commitment to celebrating adiverse community. • Extra curriculum programs such as Punjabidance, Indian dance, choir, hip hop and diverseclass items have celebrated all cultural diversitieswithin the school community. • Blackett PS welcomed an ever increasing diversestudent enrolment in 2018 as compared to 2017with students from India, Pakistan, Turkey, China,Africa and the Philippines joining a forever diversecommunity. • Students have shown an increase in capacity toengage in conversations about their learning,identifying next steps in skill acquisitions and longerterm goals for their academic future. • PBL and positive conversation about respect andstudent leadership are evident in all reflectiveconversations with students.

Next Steps

Students at Blackett PS deserve every opportunity to engage in experiences which will broaden their perspective of theworld. In 2019 it is anticipated that the students will engage with the University of Sydney as in previous years toexperience a dramatic performance at the Seymour Centre for Stage 2 and for Stage 3, a University "taster day" whereStage 3 students and their parents/carers visit the University campus and gain information about tertiary courses andpathways. Stage 2 and Stage 3 students will experience an overnight camping opportunity at "Teen Range Cobbity" aswell as being provided with opportunities such as tree planting days provided by Blacktown Council, incursions such asResponsible Pet Ownership, Henny Penny Chicken Hatching, Aboriginal Performer to engage with K–2 and 3–6 studentsas well as their parents, celebrating NAIDOC week, and various sporting groups who will provide students withopportunities to learn new skills. The Aboriginal Education Team will instruct students in traditional dance, AboriginalElders will engage with all students to expand their understanding of Aboriginal culture and the Drumbeat program willcontinue.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal staffingallocation of $67042 equalto 1.0 FTE AEO position.Aboriginal Flexible Fundingof $29840 wassupplemented by $8091from Socio EconomicBackground funding. Thisallowed the employment ofan Aboriginal SLSO for 4hours 40 minutes daily,specifically to supportstudents in NAPLANpreparation and Languageand Numeracy programs.

An Aboriginal teacher, fillingthe maternity leave vacancyof the LaST position, toprovide culturally specificsupport for Aboriginalstudents, some of whomhave been diagnosed witha disability in mainstreamclassrooms and whocurrently sit in the "Red"position of the PBLAcademic Triangle.


Early Action for Success(EAfS) Instruction Leader$159272 to fund theappointment of anInstructional Leader tooversee the implementationof all Literacy andNumeracy programs K–6.Supported by anInterventionist teacher. at acost of $102400. This costwas in part funded byLiteracy and Numeracyfunding, low leveladjustment for disability andsocio economic backgroundloadings.

There is a focus on attendance and studentachievement for all Aboriginal Students.

* Please refer to data for AboriginalStudent achievement described inStrategic Direction One.

Engagement with the Aboriginal communitywas facilitated initially by the AEO. Individualphone calls and personal letters were thechief means of contacting families. Therecontinues to be an increase in the number ofAboriginal families engaging with the school,especially with PLP process. The communitycontinued to engage with the school in termsof meeting at the school for PLP discussions,days of celebration and sporting events.Parents were able to engage in conversationswith individual teachers about their studentsin the informal setting. Aboriginal enrolment atthe school increased to 30% at the end of2018. Our Aboriginal Learning and SupportTeacher (LaST) was instrumental in providingnon–Aboriginal staff with knowledge ofAboriginal culture as well as contributing tothe strengthening of our ATSI families inhome–school partnerships.

Where to next?

In 2019–2020 Aboriginal students will onceagain benefit from the presence of our AEOand Aboriginal SLSOs. Links with Aboriginalsupport programs will continue, and onceagain the personal contact with thecommunity will be the means of increasingengagement with the school community.

PLPs will be a key focus not just forAboriginal students but for all students. It ishoped that 75% or greater Aboriginal familieswill engage in the PLP conversation processin 2019.

In the areas of Aboriginal Education allAboriginal students are recognised aslearners with Personalised LearningPathways (PLPs) while being part of theschool wide focus on Literacy and Numeracyacquisition, 2018–2020 milestones arereflective of this. Aboriginal perspectives areembedded in each Key Learning Area K–6.

Current Aboriginal policy determines futuredirections.

The school will reconnect with local Elders toencourage students to access their cultureand build knowledge of Country.

The Aboriginal Team from Nirimba will beconsulted on best practice for embeddingAboriginal education strategies throughout thecurriculum.


Aboriginal background loading Aboriginal staffingallocation of $67042 equalto 1.0 FTE AEO position.Aboriginal Flexible Fundingof $29840 wassupplemented by $8091from Socio EconomicBackground funding. Thisallowed the employment ofan Aboriginal SLSO for 4hours 40 minutes daily,specifically to supportstudents in NAPLANpreparation and Languageand Numeracy programs.

An Aboriginal teacher, fillingthe maternity leave vacancyof the LaST position, toprovide culturally specificsupport for Aboriginalstudents, some of whomhave been diagnosed witha disability in mainstreamclassrooms and whocurrently sit in the "Red"position of the PBLAcademic Triangle.


Early Action for Success(EAfS) Instruction Leader$159272 to fund theappointment of anInstructional Leader tooversee the implementationof all Literacy andNumeracy programs K–6.Supported by anInterventionist teacher. at acost of $102400. This costwas in part funded byLiteracy and Numeracyfunding, low leveladjustment for disability andsocio economic backgroundloadings.

Aboriginal students in Out of Home Care willhave an and IEP in addition to the PLP.

Aboriginal culture will be celebratedthroughout the year with dance and culturallyappropriate information to be shared with allmembers of the community.

English language proficiency $38135 Flexible towardsthe engagement of andInterventionist teacher.

$8512 initiative funding forLiteracy and Numeracy.

Students with a Language or Dialect otherthan English as their home or first language(EAL/D) are provided with additional support ifthese early years have impacted on theirability to perform proficiently in StandardAustralian English (SAE). The Learning andSupport teacher (LaST) works with students


English language proficiency $38135 Flexible towardsthe engagement of andInterventionist teacher.

$8512 initiative funding forLiteracy and Numeracy.

requiring Individual Education Plans (IEP's)who are performing significantly below stageexpectation. The Interventionist teacher,classroom teacher and Instructional Leaderwork with the EAL/D students who havespecific learning intentions and require shortterm intervention to achieve stageexpectations.

The interaction of a Samoan speakinginterventionist has provided teachers with theopportunity to more effectively access thelevel of comprehension of the predominantlyPacifika student cohort, particularly those inthe K–2 cohort. The bi–lingual approach tolearning has benefited students andincreased their ability to access thecurriculum.

Where to next?

The continuation of EALD interventions inconjunction with Tier 2 and 3 interventionssuch as EA4S strategies, QuickSmart,Language interventions and PeerSupport/Leadership development willcontinue throughout 2019, with the addition ofLiteracy and Numeracy staffing allocations.

Low level adjustment for disability $124,936 equates to the1.2 staffing allocation. Theflexible component of thisinitiative is $48,782 and isused to supplement thecosting of theinterventionist/s.

In 2018 Blackett had a 1.2 allocation forlearning and support staff.

In 2018 the substantive LaST was on parttime maternity leave. A classroom teacherfilled the 1.0 component and undertook theLearning and Support Team (LST)co–coordinator's role in addition to the LaSTrole, which substantially increased theschool's capacity to coordinate complex casemanagement, refer students for appropriatehigher order support such as special settingsand the implement Individual EducationPlans, Behavioural Management Plans, andappropriate Risk Assessments and CrisisManagement Plans, where required.

Where to next?

In 2019 the specific staffing allocation forLaST's (1.2 FTE) will be specifically focusingon the tier 3 red cohort and on the refining ofthe Learning and Support Team practicemodel. The Support Unit Action Plan initiatedin 2018 in conjunction with AP Learning andSupport and Support Unit AP will bedocumented and fully implemented to ensurethe highest functionality of process required tosupport students entering Blackett PS andtheir placement in the Support Unit.

Professional learning will be provided byAPLaS and LaST's to ensure all staff areengaging with the IEP process for all redstudents and OOHC students.

Quality Teaching, SuccessfulStudents (QTSS)

0.455 FTE equivalentstaffing allocation andsundry casual days at an

The QTSS FTE has been supplemented byadditional equity funding to facilitate therelease of staff to engage in:


Quality Teaching, SuccessfulStudents (QTSS)

average cost of $500 perday which $47,371 orQTSS FTE staffingallocation = 0.455.

• Coaching, supervising, and mentoringopportunities. • Collegial stage meetings, designatedplanning days, release for individualmentoring focused on personal professionaldevelopment. PDPs contribute to anincreased capacity and support in deliveringquality instruction for every student in eachclassroom. • Joint planning opportunities andobservation of colleagues' lesson. Teachersmet after observations and offered feedbackto peers. Supervisors also give timelyfeedback because of the ability to releasestaff for this purpose. • Joint collaboration on the development ofunits of work and assessment tasks. • 5 weekly case management meetingsensure each students progress is assessedan analysed by all personnel involved in theimplementation of quality instruction for allstudents.QTSS provided comprehensive and focusedsupport for teachers with accreditationprocesses and the Performance andDevelopment Framework

Where to next?

Continuing support for staff to be coachedand mentored, engage in joint planning ofunits of work and scope and sequences.Encouragement and time for all staff to formprofessional relationships with peercolleagues both within the school and withinneighbouring schools. Networking will be afocus in 2019 at all levels. Teachercolleagues will be allocated a fixed timetablewhich will facilitate this release for coachingand mentoring.

Socio–economic background $490,398 The employment of the following staff: • 9 x SLSOs • 1 x Community Engagement Officer • 1 x SASS 0.122 equivalent • 1 x Business Manager • 1 x Additional Teacher for ED class T2–T4 • Upgrading of technology across the schooland the provision of Interactive Whiteboards,cabling, desk top PC's and reconfiguration ofStaff room and Library PC connectivity. • Upgrading of air–conditioning systems inlearning spaces. • Refurbishment of Black E for Communitygroup use. • Language intervention involving theassessment of targeted students withlanguage deficits by a speech pathologist andsupported by a trained SLSO.Please refer to funds expended in StrategicDirections 1,2 and 3.

Where to next?

In 2019 the funds from the Socio economicbackground loading will continue to fund aCommunity Liaison Officer, the BusinessManager, 5 SLSO's, 2 Aboriginal SLSO's as


Socio–economic background $490,398 well as additional resources required tosupport the implementation of projects ineach Strategic Direction. The funds will alsocontinue to ensure that the school isfunctioning to a high level in areas oftechnology and other key 21st Centurylearning aspects. The focus will continue tobe the delivery of effective programs ofinstruction which will deliver strong studentgrowth data.

Support for beginning teachers $13786 for two newlyappointed staff

Newly appointed staff were allocated therecommended release from face to faceteaching and assigned a mentor.

Professional learning was approved for allappropriate learning experiences, enablingstaff to further develop their competencies.

Where to next?

Beginning teachers who have been allocatedfunds for professional development willcontinue to be supported in professionallearning, coaching and mentoringopportunities. These focus areas will bealigned with PDP's which will have a prioritygoals in this area of professionaldevelopment.

EAfS $159272 (the employmentof an Instructional Leader atDP level to continue thefocus on student academicgrowth.)

The Instructional Leader is responsible forcoordinating the effective delivery of Literacyand Numeracy instruction throughout K–2. • Modelling of exemplary practices. • Unpacking the curriculum and its alignmentwith the Progressions. • Regular (5 weekly) and authenticexamination of student data. • Responsible for the allocation ofInterventionist time to students considered tobe 'yellow" or just below stage expectations,and professional development of SLSO skillto support student learning in the classroom. • Differentiated professional leading anddialogue to support student learning andteacher development.Where to next?

A continuation in 2019 of the successful 2018strategies. Data from 2018 showed greaterVAG for K–2 and 3–6 than previous years.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 140 136 139 124

Girls 118 106 95 111

Student attendance profile

School

Year 2015 2016 2017 2018

K 89.1 88 85.9 89

1 90.8 88 87.1 89.7

2 91.9 92.3 86.6 87.9

3 84.5 92 89.3 87.1

4 89.4 87.3 90.7 91

5 87.4 89.3 83.3 90.1

6 89 85.9 84.3 87.8

All Years 89 88.9 86.6 88.9

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

Blackett PublicSchool has a Student Attendance Team ensuringstudent attendance is monitoredon a weekly basis. Staff have a responsibility to contactindividualfamilies within their classroom setting. The attendanceteam works closely withthe Home School Liaison Officer, Aboriginal HomeSchool Liaison Officer, theCommunity Liaison Officer and the LaST to ensure thatthose students at risk areidentified. Every attempt is made to engage the parentsor carers in the sharedresponsibility of ensuring their students are at school.

Students whocontinue to be absent from school (below 80%attendance) become the focus ofplans which if unsuccessful, proceed to court.

Attendance rates in 2018 were impacted by:1. a number of long suspensions,2. families leaving the area with no fixed address or

no re–enrolment in a NSW school,3. families leaving our area to live with family

members in other school feeder areas.4. dual occupancy of houses by family group often

means that restocking of housing does not occur.5. Police Community Liaison Officer was called upon

to do Welfare Checks on students who had notbeen sighted for a period of 10 days.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 10.91

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 1.2

Teacher Librarian 0.6

School Administration and SupportStaff

7.72

*Full Time Equivalent

Blackett Public Schoolhas an Aboriginal Education Officer employed full timeto engage with parents,community and Aboriginal students in the classroomsetting.

Two Aboriginal Student Learning and Support Officersare engaged and funded by Aboriginal Flexible Fundingand Low Socio Economic Funding.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 20


Professional learning and teacher accreditation

Significant amounts of professional learning wasundertaken by all staff at Blackett PublicSchool in accordance with the Strategic Directions ofthe School Plan and thecontext of individual staff Professional DevelopmentPlans.

All staff whose Accreditation fell due in 2018,completed the process in a satisfactory manner.

Two staff successfully applied for and were granted anextension of due date for Accreditation due tounforseen personal circumstance.

No staff were due for Maintenance of Accreditation in2018. All staff are considered to be at the Proficientstage of the Accreditation process.

The impact of this professional learning on studentprogress and the improvement of practice by teachingand non teaching staff, has been significant.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 247,127

Revenue 3,916,797

Appropriation 3,869,607

Sale of Goods and Services 5,526

Grants and Contributions 39,073

Gain and Loss 0

Other Revenue 0

Investment Income 2,591

Expenses -3,872,201

Recurrent Expenses -3,872,201

Employee Related -3,579,601

Operating Expenses -292,600

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

44,596

Balance Carried Forward 291,722

Blackett Public maintains strict financial managementprocedures in accordance with financial policyrequirements of the Department of Education.

A finance committee regularly meets and monitorsongoing expenditure. In 2018 there was an over spendin the area of casual salaries due to greater thenanticipated sick leave.

Any monies remaining at the end of 2018 wereallocated as priorities for the 2019–2020 planningperiod

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 1,812,016

Base Per Capita 50,903

Base Location 0

Other Base 1,761,113

Equity Total 799,133

Equity Aboriginal 96,882

Equity Socio economic 490,398

Equity Language 38,135

Equity Disability 173,718

Targeted Total 748,885

Other Total 399,584

Grand Total 3,759,617

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.

Blackett Public School NAPLAN reports from SCOUTconfirm that both K–3 Value Added Growth and 3–6


Value Added Growth show an upward trajectory abovestage average. Years K–3 SCOUT reports showSUSTAINING and GROWING as the balancedjudgement. Years 3–5 SCOUT reports show thebalanced judgement to be DELIEVERING. Detailedanalysis of both Years 3 and Year 5 results across allassessable curriculum areas has provided clearguidance for instruction practices in 2019.

Individual student achievement analysis will informteaching and learning and identify those studentsrequiring intervention by Learning and SupportTeacher, Interventionist and or the Classroom teacher.Item analysis is of equal importance of informing futuredirections.

This analysis will be supported by ongoing five weeklyanalysis of student progress and the allocation ofsupport staff as directed by this analysis.

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.

NAPLAN results point to the need for a renewed focuson Reading, Comprehension Spelling, Grammar andPunctuation and the cumulative impact on Writingachievement. The focus will also apply to unpacking thecomprehension focus in the context of mathematics.

Year 3 Reading

90.9% of students were at or above minimumstandard for Reading.

9.1% (2 students) of students in Band 1 will requireIEP's and receive Tier 3 intervention from LaST andclassroom teachers.

27.3% (6 students) were in Band 2.



13.6% (3 students) were in Band 5

4.5% (1 student) wwas in Band 6.

72.8% of students will receive Tier 2 interventionand support from Interventionist and SLSO's.

18.1% of students are in the top two bands.

The focus for 2019 is to move students from Band 1and then shift the Band 2, 3 and 4 students to increasethe percentage of students in the top 2 bands.

Unpacking comprehension is the focus.

Year 3 Grammar and Punctuation

0%% (1 students) were in Band 1.





0% (0 student) were in Band 6.

100% of students at or above minimum standard forLiteracy.

The 57.1% of students in Band 3 require intensivework with the interventionist as do the 14.3% ofstudents in Band 5.

Teachers will undertake professional learning to ensurethat Spelling, Grammar and Punctuation are taughtmore effectively.

Year 3 Spelling


19% (4 students) were in Band 2.



19% (4 students) were in Band 5

0%% (0 student) were in Band 6.

42.9% of students were below minimum standard(Band 1) for Spelling and require intensiveIntervention. A scope and sequence will bedelivered across the school to address this deficit.

19% of students were in band 5 and are consideredto be working at or above stage level. In all 57.1% ofstudents are at or above minimum standard.

Intensive intervention will also be provided to studentsachieving in bands 2,3 and 4 to gain shift.

Year 3 Writing








22.7% of students were in band 5. No students werein band 6.

4.5% of students (1 student in a cohort of 22) requirean IEP and tier 3 support.

In all 95.5% of students were achieving at or aboveminimum standard.

Band 3 students (36.4%) and Band 4 students willreceive tier 2 intervention from the Interventionistteacher in order to gain shift.

Year 5 Reading




18.2% (4 student) were in Band 6.

0% (0 students) were Band 7.


No students in Year 5 were below minimumstandard in Reading.

No students were in the top two bands.

100% of students were shared between Band 3(27.3%,) Band 4 (31.8%), Band 5 (27.7%) and Band 6(18.2%).

The focus for 2019 is to increase student competencyin unpacking reading for meaning, leading to increasedcomprehension strategies. Quicksmart supportsautomaticity of work recognition but does not assist inthe breaking down of text for meaning.

Support for students in the middle bands will be at tier 2level with the interventionist teacher focusing on shiftingthese "yellow" students to stage expectation over theyear.

Year 5 Grammar and Punctuation







This was a comparatively stronger component ofLiteracy for the Year 5 students. Whilst no studentswere in Band 8, 100% of students were clusteredfrom Band 3 (9.1%), 4 (18.2%), 5 (27.3%), 6 (36.4%)and Band 7 (9.1%).

The intervention will be provided targeted interventionsupport to shift all students to the next bands. Inparticular, the 36.4% of students in Band 6 will receiveinterventionist support to shift them into the "green"bands (Bands 7 and 8).

Year 5 Spelling





18.2% (4 students) were Band 7.


100% of students were at or above minimum standard.18.2% were in Band 7 but no students were in Band 8.

4.5% were in Band 3, 18.2% (Band 4), 27.3% (Band 5)and 31.8% (Band 6).

The intervention is to shift the student (1) in Band 3,with LaST and Tier 3 support (IEP) and them focus onmoving all students into the next band or higher byfollowing a school wide spelling scope and sequencewhich also includes components to support de–coding,rules for spei9lling and other tools to promote higherlevels of achievement.

Year 5 Writing

100% of students were at or above minimumstandard 9.1% (2) of students were in Band 2, nostudents were in Band 3. 27% of students were inBand 4 and 54.5% were in Band 5. No studentswere in the top 2 Bands. All students were in thetop 2 bands. All students receive targetedassistance to gain shift. Staff will undergo coachingto analyse work samples.







Numeracy Year 3






0% (0 students) were in Band 5

0%% (0 student) were in Band 6.

85.6% at or above Minimum Standard, clustered inBands 2, 3 and 4. No students in Band 5 or 6.

Analysis of NAPLAN performance revealed thatstudents faced challenges when breaking down 2 and 3part word problems. The review focus onComprehension strategies in the key area of Readingwill have a flow on effect for Numeracy. Staff willengage in Professional Learning to ensure TEN (K–2)pedagogy carries over to TOWN pedagogy (3–6).

The Quicksmart program which supports the 3–6 cohortfor year 5 students will be replicated to ensureautomaticity will resolve some of the challenges forstudents encountering difficulties in 2 or more partproblem style NAPLAN questions. The intention is tomove a large cohort of students (45.7% in Band 2 tohigher bands, by implementing tier 2 and tier 1 supportfor the 14.3% of students in Band 1 (IEP's and LaSTsupport).

Year 5 Numeracy





9.1% (2 students) were Band 7.


100% in bands 4, 5, 6 and 7. 100% of all studentswere at or above minimum expectations fornumeracy with 9.1% in Band 7.

The strategies for Year 3 numeracy will be replicated in2019 in order to shift students from band 4 and 5further into bands 6, 7 and 8. Quicksmart interventionssupport all students in this cohort and the interventionistwill focus on students in bands 4, 5 and 6.

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

The target is to increase the proportion of NSWstudents in the top two NAPLAN bands by eight percent. Since 2015, the results of students in the top twoNAPLAN bands in numeracy and reading haveimproved slightly. The Government has identified anumber of schools for intensive support to help liftstudents into the top two bands. New minimum literacyand numeracy standards, to be introduced into the HSCfrom 2017, will also help achieve the target.

Parent/caregiver, student, teachersatisfaction

Parents/care givers, students and teachers completeda school based survey which was identical to thesurvey of 2017.

Parent/Carer

80% surveys were completed and returned to theschool. Responses were positive and revealed someareas for improvement.

A summary of responses indicate: • Parents need to know what their children are

learning and how to access that information fromthe school.

• Parents have high expectations of the school andother parents.

• They felt that their children were provided withsubstantial extra–curriculum activities in the areasof CAPA.

• All parents and carers indicated that theyconsidered their children to be safe.

• They were happy with the level of welfare supportand wellbeing in general.

• They felt that students were recognised andrewarded for positive behaviour and academicachievement

Students • Stage 3 students were able to identify staff who

would be able to support them socially andeducationally

• Student felt in general, that they were treatedfairly.

• Students felt that they were recognised for theirefforts.

• Students generally felt safe at school. • Students felt that staff listened and their opinions

were heard.Staff

In general, staff felt valued and supported by theexecutive team. • Some staff felt that there could be a more

effective means of communication whenorganisational changes needed to be made atshort notice.

• The survey results indicated that some staff werehesitant to ask for clarification of policy andprocedure.

• Staff felt that they were supported when issueswith students arose.

• Some staff felt that they needed to develop moreconfidence in their ability to talk/communicate withparents and carers.

In general, the executive analysed the responses fromall sources and accordingly implemented change wherepossible to address issues raised.

In 2019 Tell Them From Me surveys will be used tomeasure parent, caregiver, student and teachersatisfaction.


Policy requirements

Aboriginal education

ABORIGINAL CONTEXT FOR BLACKETT PUBLICSCHOOL

Blackett Public School has an (AEO) AboriginalEducation Officer and Aboriginal Learning and SupportTeacher (LaST) and two Student Learning and SupportOfficers (SLSO's).

Families come from many areas throughout NSW,Victoria, Western Australia and Queensland. Themajority of families come from Wiradjuri country withothers from Ganularoi families, and Yorta Yortacountry.

A significant number of families and students areunaware of "Country" and totem. It is the intention ofBlackett Public School to work with our community todevelop their knowledge and understanding of historyand culture. Our Aboriginal families have a strongconnection to culture and families.

Our Aboriginal families share family links in manyinstances. The LaST, AEO and SLSO's are a vital linkbetween the Aboriginal Community and thenon–Aboriginal community and staff. All Aboriginalstudents have PLP's and those in Out of Home Care(OOHC) have IEP's and regular Case Managementmeetings.

At Blackett Public School is committed to incorporatingAboriginal Perspectives across all curriculum areas.Great care is taken to ensure that the teaching ofAboriginal Culture is appropriate both in content andcontext.

Aboriginal cultural opportunities are made available forall students. We are actively working with Aboriginalcommunity members to establish culturally appropriateexperiences and extra–curricular opportunities toaccess culture.

Senior boys engage in the "Breaking Barriers" programSista Speak is an opportunities for senior girls in 2019but was unavailable in 2018.

The school has connected with Aboriginal elder,members of the Aboriginal Education team at Nirimba,as well as working closely with the Aboriginal HomeSchool Liaison Officer.

Our parents are actively engaged in supporting theirchildren's education and closing the gap.

The Aboriginal Education Policy remains our primaryfocus.

Blackett Public School's Aboriginal staff (LaST andSLSO's as well as the AEO) ensure that Aboriginalculture is appropriately embedded in all KLA's. Theyplan a significant role in engaging Aboriginal parentsand carers with their children's educational plans andeffectively contribute to appropriate IEP's for specificstudents and (PLP's) Personalised Learning Pathways,

Aboriginal school attendance rates are a focus with a2018 rate of 81.31% and with an overall school rate of87.58%

Aboriginal team members from Nirumba will workclosely with the Aboriginal Education Team at Blackettto ensure authenticity of the Aboriginal programs withinthe school.

Multicultural and anti-racism education

Blackett Public School places great emphasis onmulticultural education.

Staff enrich the educational experience for students bysharing their culture with them. The staff includesmembers of Indian, Pakistani, Fijian Indian, Punjabi,Aboriginal, Polish, British, European and Pacifikacultures. They bring diverse cultural experiences to allstudents, with dance, music and creative arts beingshared routinely at assembly performances and onspecial days, as well as part of the curriculum.Extra–curricular experiences enrich students learning.

Tongan, Samoan and staff from other cultures act asinterpreters when required. Being able to communicateeffectively with parents and carers who have littleEnglish, assists in smooth transitions for themselvesand their children, into the Blackett School Community.

A higher number of students entering Blackett PublicSchool in 2018 of Pacific Islander background had alanguage other than English spoken in the home.These students may have a rudimentary education,particularly those from remote communities. Studentseducated in mainland New Zealand (Maori) as opposedto Tongan, Samoan and Cook Islander students wereable to be more accurately placed on Best Start andPLAN databases due to greater confidence in theirverbal communication. EALD students were supportedby an interventionist. The target groups changed as thestudent population changed.

In 2018 there was an increase in the numbers ofstudents enrolling from African, Middle Eastern andIndian sub–continent cultures.

ARCO

In 2018 there were only three complaints of racistcomments which were brought to the attention of theARCO's. The issues were promptly resolved and bothstudent and parents were counselled and informed ofBlackett Public School's stance against racism anddiscrimination of all types.

In 2018 the student body elected a student leadershipteam who represented the diverse cultural backgroundsof the Blackett Public School student body.


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