2018 Briar Road Public School Annual Report

Briar Road Public SchoolAnnual Report

2018

4458

Printed on: 3 May, 2019 of 24 Briar Road Public School 4458 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Briar Road 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 tools that reflect the impact ofkey school strategies for improved learning, and the benefit to all students from the expenditure of resources, includingequity funding.

Tammy Anderson

Principal

School contact details

Briar Road Public SchoolBriar RdCAMPBELLTOWN, 2560www.briarrd-p.schools.nsw.edu.aubriarrd-p.school@det.nsw.edu.au4625 5957

Message from the Principal

It is with pride and satisfaction that I present the Annual School Report for Briar Road Public School.

As a school community it has been an exciting year. The Annual School Report gives the school an opportunity to reflecton the year that was. In 2018, 305 students had a variety of successes over many academic, social and sportingendeavours. This year, the school continued to fine–tune approaches to teaching, leading and learning, and the staffcontinue to be excited by the individual and collective student and community successes.

The 2018 Annual School Report outlines the curriculum, social, financial and extra–curricular activities across the year. Ithighlights the school's exceptional performance across a number of key areas, including teacher development,curriculum, social and emotional programs, community engagement, Aboriginal education and multicultural education. Iacknowledge and commend the efforts of all stakeholders who showed an unwavering commitment to ensuring that ourschool remained a valued hub in the community. In 2018, we worked to ensure the outcomes outlined in the 2018 – 2020School Plan were achieved. These include outcomes for Teaching, Learning and Leading.

In 2018, Briar Road Public School continued to be a shining example of public education. Each individual wasencouraged and supported to reach their potential. It is a place where community are authentically involved in theplanning and progress of the school, and the staff are talented and committed to the profession of teaching.

Briar Road Public School staff pride themselves on delivering high–quality educational experiences in a warm andnurturing environment. The school is innovative and has ensured students are provided with 21st Century educationalexperiences that support the philosophy of lifelong learning. Strong financial planning provided the opportunity for eachstudent in the school to be provided with an individual device to support technology knowledge and skills development.

Some key highlights from the year included the sporting prowess of the school with both the junior and senior Tiger Taggirls teams winning the overall Campbelltown PSSA Gala day. Other highlights included the ongoing success of the EarlyAction for Success strategy and our partnership with Microsoft, which will be strengthened in 2019. In 2019, we lookforward to welcoming a new member of staff, Pip Cleaves, who is a consultant to the Department of Education who wemet while working on the 'Digital Custodians Pilot Project' with Microsoft in 2018. Pip will work with staff and students tostrengthen technology across all Key Learning Areas. The school has purchased enough technology to have a highquality laptop in front of every Year 3–6 student and an iPad for every student in K–2. Everyone looks forward to seeinghow far students and staff progress next year.

Briar Road Public School has a strong commitment to Literacy and Numeracy. In 2018, the school underwent somechanges to staffing the initiative, and the staff continued to participate in training and development to ensure that they areup–to–date with current teaching practices through engagement with the school's Instructional Leader.


Briar Road Public School is student–centred, and believes that the wellbeing of students and families is paramount. Theschool is committed to ensuring that students are responsible for their behaviour and this is reinforced through a range ofPositive Behaviour for Learning (PBL) approaches. Students are able to experience democratic processes and effectiveproblem–solving strategies through participation in Peer Support programs and student leadership groups, including theSRC.

Briar Road Public School is certainly a very special and unique place. This year I am proud and warmed by the increasein parent involvement in a variety of ways, from helping in classrooms to assisting with musicals and Gala Days. Onbehalf of the staff, students and wider community I would like to thank all of the dedicated and committed parents whohave helped our students achieve throughout the year.

Last week, I took some time to reflect at the Year 6 Farewell, and I would like to convey my pride for the Year 6 groupwho are leaving us this year. They have certainly set the bar high and have been outstanding role models for all studentswithin our school. I will miss the many characters within Year 6 and they will certainly leave a hole here at our specialplace in 2019. The 2018 School Captains and Prefects have done an amazing job leading the school, and mostimportantly, their peers. On behalf of the wider school community, I would like to thank them all.

If 2018 is an indication of the school's capabilities, I truly look forward to seeing what greatness can be achieved in 2019.

I certify that the information in this report is the result of a rigorous school self–evaluation process, and is a balanced andgenuine account of the school's achievements and areas for development.

Mrs Tammy Anderson

Message from the students

2018 has been a wonderful year for all of the students at Briar Road Public School. A lot of exciting things happened in2018, including Gala Days where we choose two different sports: one for summer and one for winter. Over the year wehave had a few meaningful assemblies, such as Harmony Day, NAIDOC Week, and Reconciliation Week, whereeveryone comes together. Briar Road Public School also participates in carnivals like the school's Swimming Carnival,Athletics, Cross Country, Community of Schools Cup and Zone; this evolves around the active curriculum. Most of thestudents enjoyed stage excursions and incursions: the Kindergarteners went to the Zoo, Stage One went to theWoolwash, Stage Two had a water play session and Stage Three went to Wollongong Science Centre and CataractDam. We have also had after school discos to raise money for the school. We have had a few parades and each classhas an end of the year class party.

Briar Road Public School students have many chances to participate in different types of clubs, such as Choir, Dance,Debating, Ukulele Group, Book Club and Lego Club.

The school also acknowledges the many different nationalities in our school, especially the many Aboriginal students atour school with many different opportunities to learn more about their culture. They have Yarn Up to help them buildconfidence, boys and girls Koori Dance Group, STEM Camp and Heartbeat.

One of the things that the whole school participates in is the school musical, which is a dance performed by everyone inthe school, including teachers. One of the more family related things is Grandparents Day where you can bring yourgrandparents to school. One amazing opportunity that a few students were able to experience was Southern Stars Iconicin Wollongong where the kids got to perform in front of a huge audience. Another exciting thing that Stage Three got toexperience was the 5 and 6 camp. We went to Canberra and we got to go to Parliament House, Questacon, and the ArtMuseum, the War Memorial and Selwyn snow fields.

At the end of this great year we celebrated the Year Six's last year of primary school at Briar Road Public School byenjoying a night of fun at the Years 5 and 6 Farewell.

To end the year we have a major assembly called Presentation Day, with major awards.

What a busy year it's been here at Briar Road Public School, and we have all enjoyed every minute of it.


School background

School vision statement

We believe that education is about children first and foremost. Identifying and developing the whole learner is core to ourphilosophy. We are advocates of children for children and know that social justice is integral to community success. Weknow that education makes the difference.

School context

Briar Road Public School (enrolment 302, 37% Aboriginal and Torres Strait Islander, 25% language background otherthan English, 3 Support classes, Preschool) is a dynamic hub in the local school community. The school is a PositiveBehaviour for Learning (PBL) school, and a place where staff, students and the community strive for excellence bycreating a caring and safe learning community that encourages all to reach their potential. The staff are aware of thechanging needs of the local community and, as a result, enrolment numbers have shifted over a number of years and asa result the majority of classes formed are of a composite nature. The diversity of the local community is catered forthrough cultural classes/programs, leadership opportunities, academic rigor, sporting opportunities and other specificprograms.. The staff are enthusiastic and dedicated professionals who cater for individual students through qualityinstruction underpinned by high expectations. Briar Road Public School is an Early Action for Success (EAfS) school. AnInstructional Leader supports professional growth and student performance. Additional Resource Allocation Model (RAM)funding has been directed to enhance EAfS through the employment of a Literacy and Numeracy interventionist workingwith K–2 and 3–6. The school works in close partnership with the Community of Schools to develop strategic andinnovative practices that support learning P–12. Our school services a unique and diverse community, and schoolcommunity partnerships are pivotal to student and community success.

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 theSchool Excellence Framework. We have developed a rigorous process of collating evidence and evaluating the impact ofour work in school–based teams.

The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description ofhigh quality practice across the three domains of Learning, Teaching and Leading. These three domains are at the coreof our School Plan and overall school directions.

Using a school wide evidence and data system, all staff have a level of accountability for contributing to schoolimprovement. Along with School Plan Teams, the school's Executive are responsible for assisting in the collation of dataand evidence, and communicating the impact of programs to community and students to gain their feedback.

Learning

The results of the self–assessment processes indicated that in the School Excellence Framework domain of Learning:

Learning Culture – Sustaining and Growing

The school has sustained a strong focus on ensuring that the holistic wellbeing of every child occurs, with emphasis onacademic, social and emotional wellbeing. Strong and respectful relationships with students and the wider communityensure solid partnerships are formed and a culture of high expectations can thrive. Teachers are committed to buildingon the individual strengths of each student by creating a positive and rich learning environment, and deliver authenticand highly engaging learning experiences. The numerous innovative cultural programs ensure that the cultural needs ofAboriginal students and the community are met authentically across the school. Quality Instructional leadership has ledto teachers being supported to deliver high quality differentiated curriculum with the use of data and formativeassessment to drive planning and programming across each stage.

Wellbeing – Excelling

The school has developed strong partnerships with external agencies and relevant community organisations to ensureholistic wellbeing and learning engagement for students and families. Individual learning needs are met through thecollection and use of data and strategic planning, which is supported by the PBL team. The development andmodifications to the whole school wellbeing system ensures that all student needs are met. Systems are in place for


students who require additional support, which allows quality teaching and learning to thrive. Ongoing professionallearning sees a planned and strategic approach to wellbeing to ensure that every student has the opportunity to succeedand be an integral part of the school community.

Curriculum – Sustaining and Growing

Briar Road Public School is committed to ensuring that all students are engaged as lifelong learners through successfulinitiatives. The Airds Community of Schools implement a number of innovative programs that have increased teachercapacity and have improved student outcomes in a variety of areas, such as Aboriginal Education, Literacy, Numeracy,Community Engagement and Transition. The school creates and sustains active partnerships with communityorganisations to support the learning needs of students.

Assessment – Sustaining and Growing

The Instructional Leader and Executive team have delivered professional learning around the use of PLAN2 data and theuse of formative assessment to ensure consistency in teaching and learning programs. Each stage has consistentsupervision, using a coaching model where Executive staff work shoulder to shoulder with teachers in classrooms.Collaborative stage planning occurs at key times across the year with a strong emphasis on internal data collection whichdrives the direction of future planning and programming.

Reporting – Sustaining and Growing

The school has clear and transparent processes for the analysis and reporting of student performance through theschool data system. Individual student reports communicate to parents and carers individual student learningachievement and areas for growth. The school provides opportunities for parents to be engaged and to understand thelearning progress of their child. Regular parent dinners allow parents and community to collaborate with teachers to havea genuine voice; feedback is sought and implemented within differing committees across the school. The schoolreporting process includes three way meetings with parents, students and teachers twice yearly. The Aboriginal studentcohort are supported and monitored through quality PLP processes with an annual PLP report card. This card commentson the progress of goals determined throughout the year.

Student performance measures – Delivering

Briar Road Public School achieves value added results and is committed to ensuring that students are meeting expectedgrowth targets. Internal measures indicate students are performing at or above the expected state and school targets.The school implements a range of strategies to increase student performance, including five weekly data analysis, wholeschool data systems, professional learning and targeted interventions.

Teaching

The results of the self–assessment processes indicated that in the School Excellence Framework domain of Teaching:

Effective Classroom Practice – Sustaining and Growing

Effective Classroom Practice has been a high priority for the school during 2018 and will continue to be in 2019. Newsystems have been created and old systems were revised to ensure there was a continuous focus on explicit teachingmethods to support the learning outcomes of all students. In doing so, supervision practices have been streamlined toensure all teachers are supported in everyday lesson planning and to develop explicit teaching skills. As a flow on effectof the teaching cycle, there has also been a focus on quality assessment strategies which helped provide explicit,specific and timely feedback to students.

Data Skills and Use – Sustaining and Growing

The effective, authentic and purposeful use of data has been a significant focus for the school in 2018 and will continueto be in 2019. A school–wide data system has been established and used throughout the year, promoting the importanceof data driven decisions. As a result of this focus and the focus on effective classroom practice, teachers are continuallyfocusing on student assessments to evaluate student understanding and plan future learning. All teachers are regularlyrequired to submit data from their students as well as plan for future learning. This whole school data is collated andanalysed by Executive staff and shared with all staff and community. This data is utilised to determine future professionallearning as well as tailor individual supervision practices for each staff member. The development of quality assessmentpractices evolved throughout the year, with a more consistent approach being adapted, allowed for consistent teacherjudgement. All teachers used various formative assessment practices daily; however, there has been an additional focuson developing and utilising consistent formative and summative assessment practices throughout each stage and acrossthe school. These practices include both internal and external assessments which are then triangulated in each class,stage and school–wide.

Professional Standards – Sustaining and Growing


Professional Learning is determined through the analysis of Professional Development Plans, school data, as well as thefeedback from Executive staff, after the analysis of the previous year's supervision practices. Where appropriate,professional learning is always underpinned by best practice and research. Accreditation for teaching staff is always afocus at Briar Road Public School and there is a school–wide approach to ensure all staff are proficient. The schoolvalues the importance of accreditation at a HALT level and continues to promote the pursuit of the higher levels ofaccreditation.

Learning and Development – Sustaining and Growing

Learning and Development continues to be a focus at Briar Road Public School. All staff regularly engage in formalprofessional learning, and continually seek advice and support to improve practice. All staff are provided with formalfeedback relating to the teaching standards throughout the year as well as additional support, including team teaching,modelling, and participation in an explicit coaching and mentoring system. The coaching and mentoring system allows allstaff to be supported in personalised professional development which is then followed by explicit in–class support. Thiscontinuous cycle of reflection, planning and action ensures there is always a focus on improvement.

Leading

The results of the self–assessment processes indicated that in the School Excellence Framework domain of Leading:

Educational Leadership – Sustaining and Growing

The school has sustained a strong focus on instructional leadership, and is developing coaching and mentoringopportunities to ensure that all school Executive are operating as Instructional Leaders. The school has implemented astrong culture through strategic practices and provides extensive PL in the area of high expectations. Communityengagement continues to be a major focus in all areas of school planning. Authentic community experiences have seensignificant increases each year to parent voice and engagement in school activities and planning. There also continuesto be a number of sustained partnerships with both government and non–government providers who support theindividual, student's families and staff.

School planning, implementation and reporting – Excelling

The school is focused on continued improvement. All staff are supported through increased levels of accountability andresponsibility for making a difference in each classroom for each child. Staff are involved in weekend conferences wherethe focus is on improvement and performance of all. The School Plan is collaboratively developed and monitored byevery member of the school staff. Staff and community have input on financial planning and take a consistent approachto ensuring that innovation is present within the school. Both the ASR and School Plan are developed in consultation withall stakeholders and adequately reflect the needs of the school community. This is reflected in the stakeholder responsesin data derived from the Tell Them From Me surveys.

School Resources – Excelling

Staff deployment is flexible, and staffing roles are created to meet the needs of students and the wider community.Innovative roles, such as the Aboriginal Culture and Curriculum Teacher, meet the academic and cultural needs of 32%of the school's population who identify as Aboriginal and Torres Strait Islander. Students of Maori descent are supportedthrough the employment of a Maori language expert who implements a Maori language immersion program with schoolsin New Zealand. Additional SAO's have supported the work of the school SAM, along with additional teacher aides whowork as a vital part of Stage Teams to improve outcomes for the students they work with daily. Additional classroomteachers have provided an opportunity to reduce class size numbers, and while this may not have a direct impact on theacademic progress of students, it has greatly benefitted the social and emotional wellbeing of many students inclassrooms. The school has undergone some major refurbishments, which have been carried out strategically to improvethe marketing position of the school. Refurbishments have included signage, office upgrades, playground upgrades, toiletupgrades and classroom furniture fit outs. The school has made a significant commitment to ensuring that every child inthe school has access to a device. All students, P–6, have daily access to their own laptop or iPad in their classroom. Allclassrooms have been provided with LCD LEDs. In 2019, the hardware will be supported by the employment of aMicrosoft consultant who will work with staff and students to improve academic outcomes. The school has providedoutreach services for a number of organisations, including Tharawal and Kari, and is a part of the Share Our Spaceinitiative in 2018.

Management practices and processes – Excelling

The school is committed to service delivery and has been consistent in ensuring that the views of community areobtained to ensure that our work is reflective of community voice. The use of a number of surveys, data collations andsocial media campaigns, have assisted us in making our judgements. The school has created and implements a numberof strategic administration processes to ensure that the management of the school is of the highest quality, along withbuilding knowledge for the purpose of Executive growth, development and sustainability.


Our self–assessment processes 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/sef–evidence–guide


Strategic Direction 1

Strategic Direction 1 – Learning Excellence

Purpose

To ensure school learning priorities will centre on the implementation of a quality teaching and learning cycle thatprovides personalised support to all students and staff. School learning culture will be underpinned by innovativewell–being approaches for staff, students and community.

Overall summary of progress

In 2018, Briar Road Public School worked towards meeting the targets in Strategic Direction 1. Learning excellence wasacheived through the five processes of Well–being, Learning Culture, Curriculum and Learning, Transitions, andFeedback and Promotions.

The creation of an AP Well–being resulted in a greater communication between staff regarding the adjustments andaccommodations required to support students with their learning and their overall wellbeing. This resulted in theprofessional development of staff to write differentiated student plans through the implementation of the updatedWellbeing Framework across the school. The PBL team worked towards a relaunch which is set to occur early in 2019,and used data from LMBR to create appropriate social and emotional lessons for the different stages across the school.

Community success was achieved through genuine reciprocal relationships that valued the contributions of community,along with developing high quality collaborations that engaged all key stakeholders. To help Briar Road Public Schoolattain genuine partnerships, the school regularly hosted a variety of parent and community events, and celebrated theachievements of our staff, students and wider school community. The school utilised a variety of methods to ensurecommunication between the school and parents/carers was frequent. Briar Road Public School actively used the schoolFacebook account, the School Newsletter, Skoolbag app, Semester Reports, SEESAW, Class Dojo and Happy Mail foreffective communication. As a result, parents and carers were provided with timely feedback on their child's academicprogress, their general wellbeing, and regularly informed of school events and celebrations. The wider communitycontinued to have a genuine voice in decision making through opportunities, including parent information dinners,school–based surveys, social media platforms and through Tell Them From Me (TTFM) surveys.

The employment of an I.T specialist ensured continued maintenance of technology across the school and professionallearning resulted in staff upskilled to use newly purchased equipment, including a green screen and a 3D printer, andalso resulted in the implementation of coding lessons across Stage 3. The implementation of more authentic technologywithin lessons is a focus for 2019.

Continued networking with Tharawal Oorunga Wandarrah, Airds High School and local agencies saw successfultransitions across P–6. The Preschool took action towards areas identified earlier in the year for the QIP, and the mockassessment and rating resulted in an Exceeding rating. The use of teacher handover sheets and targeted early transitionfor key students saw the successful sharing of data, and ensured transition was smoother because it supported theteacher, student and parents.

Numerous programs in Aboriginal Education played an integral part in strengthening community partnerships. The Eldersin our community were invited to consult with the school, and to share stories, knowledge and cultural understandingswith students and teachers. This was strengthened by the Elders Morning Tea which is held annually and is an importantpart of the NAIDOC Week celebrations. Harmony Day is a celebration that is celebrated each year at Briar Road PublicSchool. Students, teachers and community came together to share dance, music and food representative of the differentcultures in our school. Students and teachers were encouraged to come to school in cultural dress, share traditional foodand participated in cultural activities on this day. The community were also invited to share a Hangi lunch with staff.Harmony Day aims to strengthen authentic community involvement, encourage tolerance, and educate staff, studentsand community members about the many cultures represented at Briar Road Public School.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Assessment and Rating inpreschool is maintained atexceeding the National QualityStandard.

$5000 Resources tosupport rating maintenanceand learning programs

With a delay in the official Assessment and Ratingprocess this year, a mock rating was conducted.with DOE P–2 officers. The result was an'exceeding' national quality standard.






All identified students havetargeted support which mayinclude an individualised plan thatis implemented, monitored,reviewed and evaluated incollaboration with parents/carersand relevant agencies; includingPLPs for ATSI students, IEPs,BSPs and structured transitionplans.

$10000 Attendance andPBL resources

$1000 Parent meetingexpenses

$5000 Student mentoringprograms and Bro and SistaSpeak

This year the school trialled a new system andstructure for supporting student learning and overallwellbeing. The AP Wellbeing worked in closepartnership with key stakeholders including thebehaviour specialist, Lomandra pantry, Foodbank,Family Referral Service, NDIS and a range of otherexternal agencies. Students were flagged using anew referral process and stage supervisors workedwith the AP Wellbeing, behaviour specialist and theschool counsellor to plan and create multiple plans.These plans were trialled and continualdevelopment of these plans will ensure moreconsistency and accuracy. IEP's, BSP's, transitionplans and risk assessments were created and usedto help support both the teacher and the studentwith learning and improvement.

The behaviour specialist was again employed forone day per week to support students and staff withdeveloping and implementing strategies to cater forspecific needs within the school. The behaviourspecialist presented professional learning to staffaround supporting students with trauma,emotionalregulation and developing structures and systemsthat underpin the school's wellbeing policy. The APWellbeing and school's consultation with thebehaviour specialist has ensured that staff are moreequipped and feel more confident when dealingwith high level behaviours and are supported bystrong wellbeing practices.

The Community of Schools worked collaborativelyto continue the transition program to meet theneeds of students going to high school. Taster daysran in the second semester and gave students theopportunity to experience the different nature andlearning environments in a new setting. Classroomteachers and year advisors worked together toensure the transfer of information and handoverstudent plans if required. A proportion of studentsenrolled in outside of area high schools and BriarRoad staff facilitated additional transitionopportunities so students had the same access toexperiences at their new school.

Kindergarten Orientation ran over numerous weeksand focussed on preparing students and theircarers for beginning kindergarten. Workshops wererun for parents, while students participated inlessons in the classroom and a picnic at the end ofthe orientation process. The majority of studentsentering kindergarten in 2019 accessed the onsitepreschool which allowed students to benefit fromadditional transition opportunities. The playgroundbuddy program was supported by students in year 5and assisted preschool students transitioning intothe playground and lining up expectations.

Aboriginal Personalised Learning Pathways (PLP's)were developed for all Aboriginal students attendingBriar Road Public School. The PLP involved a3–way process with parents, students and staff.Goal setting, and the creation of strategies to






All identified students havetargeted support which mayinclude an individualised plan thatis implemented, monitored,reviewed and evaluated incollaboration with parents/carersand relevant agencies; includingPLPs for ATSI students, IEPs,BSPs and structured transitionplans.

students achieve the agreed goals, was the focus ofthe plans. Ongoing monitoring of PLP goals by theAboriginal Education team ensured that PLPdocuments were referred to, reflected on andreported on regularly. An end of year PLP reportwas written by all classroom teachers to commenton the success of goals achieved throughout theyear.

90% of students are engaged intheir learning and indicate theyhave a positive outlook on schoollife.

NIL TTFM data showed Briar Road performed eithercomparably or higher than the state in 14 out of the19 areas. All areas of 'Drivers of Student Behaviour'were the same or higher than the governmentnorms. This included areas such as relevance,effective learning time, rigor, advocacy at school,positive student teacher relationships, positivelearning culture, expectations of success. Therewas an increase of 15% of students who indicatedthey had positive school relationships which is nowcomparable to the government norms.

Data collected from parent feedback dinners alsosuggested that the community really valued thestrong and authentic relationships that teachershave with all key stakeholders of the school. Onaverage community rated us 9.1 out of 10 for howapproachable staff are at BRPS.On averagecommunity rated us 9.2 out of 10 for how effectiveour communication is.

The continuation of the Boys Engagement classwas very successful with the use of surveys toshare feedback from students and parents. Thedata showed a significant increase in engagementand a significant decline in negative behaviourentries on LMBR. 100% of students in the classgave the feedback that they felt like they were veryengaged in their learning and felt like their overallwellbeing was supported. Other data found thatstudents reported they had a real sense ofbelonging and had improved their social andemotional skills significantly, and found school bothchallenging and enjoyable as a result of the class.

Aboriginal students meet gradeappropriate cultural competencyoutcomes as determined by theBRPS cultural competencyframework, along withaccelerating Aboriginal studentachievement through prioritiesoutlined in the National Aboriginaland Torres Strait IslanderEducation Strategy • Attendance and Engagement • Transition Points • Early Childhood Transitions • Workforce • Curriculum

$60000 .6 FTE AboriginalCulture and CurriculumTeacher (ACCT)

ACCT implemented cultural programs that supportAboriginal culture and histories and aligned with anumber syllabus documents.

ACCT developed draft cultural competencyframework to be trialled in 2019.

ACCT supported literacy and numeracy progress ofNAPLAN targeted Aboriginal students.

ACCT worked on partnership programs with theBump It Up initiative to support increasedachievement in the to two bands, along with theIndigenous Microsoft initiative.

Next StepsPrinted on: 3 May, 2019 of 24 Briar Road Public School 4458 (2018)

Briar Road Public School has identified a number of key strategies and focus areas that will strengthen the success oflearning excellence across the school.

The PBL team will undertake professional development and implement a relaunch with new and improved systems andstructures, including more targeted and specific lesson focuses based on social emotional learning and the use ofinternal data.

The Wellbeing AP will refine the wellbeing referral processes to involve all key stakeholders more authentically andsupport Executive members in the planning, implementation and review of student plans across each stage.

NCCD will be a focus, engaging teachers in professional learning focused on what type of adjustments andaccommodations can be made to support holistic learning and consistency in collection of evidence.

The Airds Community of Schools Community Engagement team will plan and implement a mental health action planwhich will support students from K–12.



Strategic Direction 2 – Teaching Excellence

Purpose

To create school teaching priorities that centre on teacher learning and development through collaborative practices inorder to implement effective classroom practice in accordance with the Australian Teaching Standards.


In 2018, Briar Road Public School worked towards meeting the targets in Strategic Direction 2. Teaching excellence wasachieved through the processes of Learning Development and Collaborative Practice, Effective Classroom Practice, andData Skills and Use.

The successful focus on Learning Development and Collaborative Practice led to the creation of and alterations to anumber of systems to ensure an improvement in quality teaching and student learning outcomes. Professional Learningwas determined using the School Plan, individual teacher's Personalised Development Plans as well as therecommendations of current supervisors. This focused professional development helped teaching staff to improveclassroom practice and support the learning of all students. Professional Learning focused on formative assessment,embedding differentiated learning intentions and success criteria, and using data effectively to drive teaching.Professional Learning also focused on Department requirements, such as NESA compliance, as well as learning how toeffectively utilise new NSW syllabus documents. This holistic focus was coupled with revised and focused supervisionsystems, including coaching and mentoring, to ensure staff were provided with hands on, shoulder to shoulder supportfrom executive staff.

Effective Classroom Practice was achieved through Instructional Leadership, as well as the improved supervisionpractices detailed in Learning Development and Collaborative Practice. The employment of the Instructional Leader, aswell as a K–2 Interventionist, has ensured staff are supported in their classrooms and beyond with a focus on lessonplanning, explicit teaching, differentiation and feedback. Teachers are supported to regularly reflect and refine a varietyof teaching practices to improve their craft. Teachers set high expectations and are committed to student learning,regularly meeting with supervisors to review work samples and data to plan explicit future teaching experiences. TheBump It Up Initiative has allowed for external professional learning to occur by focusing on effective classroom practiceand formative assessment. This initiative has supported the improvement of student engagement and the use oftechnology across the school.

The implementation of a whole school data system has been highly successful in ensuring Briar Road Public School is adata informed school. The system ensures data is collected, collated and evaluated every five weeks across all aspectsof the school. This data is regularly shared with the staff and community. As a result, there is a focus on studentperformance and teacher quality. This has led to data informed, strategic planning and explicit teaching, focused onimproving the academic performance of all students. To support effective Data Skills and Use, there has been a focus ondeveloping consistent assessment practices across the school. This has led to even more consistent teacher judgementsand improved data–informed decisions. The development and implementation of the data system has enabled a moreauthentic triangulation of data, including internal and external. Data is regularly triangulated from internal class and Stagedata with external data, including PAT and NAPLAN. This triangulation has led to more in depth discussion, thebreakdown of performance, and highlighted any data discrepancies. The Bump It Up Initiative has supported thistriangulation of data, as the school's data is externally collected and evaluated and compared within the local communityof schools. Similarly, the support of the Instructional Leader – Aboriginal Education has helped support the analysis anduse of PAT data.





100% students demonstratinggrowth and improvement persemester across Literacy andNumeracy progressions relevantto expected time frames.

$23 153 ProfessionalLearning to release staff forprofessional learning. withsupervisors. Fundingallocated to externalprofessional learning forInstructional Leader andPrincipal.

Consolidating staff's understanding of PLAN 2.Internal professional learning provided to teachingstaff on understanding markers and applyingappropriate Consistent Teacher Judgements (CTJ)of class and stage assessment tasks.External professional learning provided toInstructional Leader and Principal of mechanics andeffective use of PLAN 2. Additional release fromface to face teaching provided to teachers to






100% students demonstratinggrowth and improvement persemester across Literacy andNumeracy progressions relevantto expected time frames.

$159 272 InstructionalLeader to lead internalprofessional learning.

support knowledge and understanding of PLAN 2.

Increase the percentage of allstudents in Years 3 and 5 in thetop two NAPLAN bands forReading and Numeracy by 3% forall students, and 15% forAboriginal students, to meetPremier's Priority of 8% for allstudents, and 30% for Aboriginalstudents, by 2019.

– Reading – Year 3 23% andYear 5 12%

– Numeracy – Year 3 23% andYear 5 6%

– Reading Aboriginal students –Year 3 23% and Year 5 22%

– Numeracy Aboriginal students –Year 3 21% and Year 5 15%

$159 272 InstructionalLeader to lead internalprofessional learning.

$57 000 Low LevelAdjustment for Disabilityused on additional staff tosupport teaching andlearning.

2018 was the fourth year of Instructional Leadershipat Briar Road. The Instructional Leader providedprofessional learning around quality teaching,learning boosts, formative assessment techniquesand led Consistent Teacher Judgement practicesacross the school. Additional SLSO's wereemployed to support the IL program and improvestudent learning as well as administer learningboosts K–2.

Whole school fulfilling NESArequirements of teaching andlearning – focus for Mathematics,English, Scope and Sequences,Timetables and Real life learningKLAs.

$1000 ProfessionalLearning for consultant toprovide externalprofessional learningaround NESA compliance.

The school liaised with a Community of Schools(COS) to create a NESA compliant English Scopeand Sequence. This joint initiative also led toprofessional learning for executive staff aroundNESA compliance and developing new wholeschool scope and sequences, updated teachingprogram templates and consistent schooltimetabling.

Next Steps

Briar Road Public School has identified a number of key strategies and focus areas that will strengthen the achievementof Teaching Excellence across the school.

During 2019, the school will work with Pip Cleaves, a Department of Education consultant to improve the engagementwith and use of technology throughout the school. This focus in learning will also incorporate 'real learning' across theschool K–6. This initiative will enable students to develop technological skills whilst engaging in real work learning thatwill directly affect their community and lives. This partnership will also require the school to revise their scope andsequences whilst still ensuring they are NESA compliant.

A continued focus on Data Skills and Use will see all teaching staff required to continue to refine their data collection andusage skills. A further year focusing on this process will help consolidate and improve the use of the new system,ensuring more learning decisions are data informed and students are provided with more personalised learningexperiences.

The Bump It Up Initiative will be a focus and the Deputy Principal – Aboriginal Education, will work alongside the newInstructional Leader to ensure staff are provided with the best professional learning and are effectively supported withineach classroom.



Strategic Direction 3 – Leading Excellence

Purpose

To ensure school leadership priorities centre on community engagement, strengthened resource allocation andmanagement, underpinned by high expectations, and a commitment to a shared and continued approach to schoolimprovement.


During 2018, Briar Road Public School worked towards meeting the targets in Strategic Direction 3. Leading excellencewas achieved through the four Processes of Leadership: school planning, implementation and reporting, schoolresources, and management practices and processes.

The School Leadership Team played a key role in instructional leadership and worked collaboratively across a number ofschools to develop and refine curriculum process and support materials, such as Scope and Sequences. The work of theschool executive in regards to curriculum has assisted in shifting the school to a school with high expectations, not onlyfor well–being, but also academic delivery and achievement. Effective school planning supported the creation of anumber of new and improved teaching and learning spaces and the employment of a number of key staff.

The school has continued to pursue authentic parent voice opportunities. The parents and students are encouraged andsupported to give feedback through a number of channels to the school teams responsible for the School Plan.

The school strengthened the marketing and promotions processes for the school and continued to gain significant socialmedia engagement from parents and the wider school community. Promotional films have been showcased at manyschool, interschool and DOE initiatives throughout the year. In 2018, promotions were expanded to ensure the schoolhighlighted the work of all students. There was a focus on celebrating the Trans–Tasman partnership between our schooland a New Zealand school in Whangerai.





Increase in parents andcommunity attending significantevents and days from 2018baseline data.

$4000 Promotions andmarketing

$4000 Parent feedbackevenings

$22200 .2 FTE teacher

$7000 Chaplaincy program

Increase of parent engagement in school activities,feedback opportunities and school–based initiativesby 25% from 2017 to 2018

Increase in the number of government andnon–government partnerships, which has had directimpact on individual students and families in areasincluding mental health and wellbeing.

Parent and community Facebook engagementincreased %

125 Aboriginal and non–Aboriginal parents,community and students attended the first annualAboriginal Education awards evening

100% of Aboriginal students and familiesparticipated in the co–creation of AboriginalLearning Pathways and received feedback via thetermly reporting processes.

The recruitment of staff to fulfill key school planninginitiatives including Youth Liaison Officer, .2 FTEteaching role, additional School Learning andSupport Officers assisted in strengthening homeand school partnerships.

The implementation of a whole school data systemPrinted on: 3 May, 2019 of 24 Briar Road Public School 4458 (2018)





Increase in parents andcommunity attending significantevents and days from 2018baseline data.

and evidence collation and analysis process hasassisted in tracking impact of school directions andkey initiatives including parent engagement.

The recruitment of quality teachers was a keyinitiative in 2018. The recruitment was supported bythe creation of an advertisement created bystudents and staff. The advertisement was verysuccessful with a number of newly recruitedteaching staff reporting that seeing theadvertisement drew them to explore the school.

Executive development isenhanced through growthcoaching opportunities andtraining , along with internal PLthat supports the Lead andPrincipals standards.

$6000 Executiveconference

$10000 Annual staffconference

$35000 Higher duties execand deputy

$80000 Behaviourspecialist and SPOTprogram

$1000 meeting expenses

Executive skills and knowledge's were enhancedthrough a number of internal and externalprofessional learning opportunities throughout theyear. The implementation of coaching andmentoring sessions in the executive meetingassisted to strengthen the skills and knowledge ofexecutive when supporting teams and provided asafe platform for executive to seek clarification andfeedback about coaching.

The school developed a number of resources thatsupported the supervision and mentoring processwith the school and have created digital platforms toensure that the expectations and accountability ofthe executive team is consistent across the school.

The employment of executive team members intoHigher Duties positions through merit selection hasdeveloped executive experience and knowledge.Working closely with ex–Principal and schoolbehaviour coach Carl Warren has strengthened thework and consistency of the school executive team.This work will be continued in 2019.

Executive team engaged in 'book clubs' whereprofessional readings and leadership resourceswere examined and utilised to drive team andindividual improvement. Works explored haveincluded Dinham, Sinek and Lencioni. The work hasinfluenced students, staff and team culture.

The executive team participated in an executiveconference 2 times per year. One session was anoff–site session and others were held on–site in theevenings once a term.

Teacher leadership capacity isbuilt across the school throughthe Aspiring Executive Program.There is an increased number ofstaff seeking higher levels ofaccreditation, and coaching andmentoring is embedded. Studentleadership capacity is enhancedthrough Junior AECG and SRC.

1000 Meeting expenses

5000 Stage planning

3000 Junior AECG andschool SRC initiatives

1000 Creation andimplementation of BRPSAspiring Executive program

All school staff are involved in the development ofyearly planning and have rigorous input intomilestone development and in the evaluationprocess of the school plan occurs throughout theschool year. Across P–6 there has been sharedresponsibility for quality learning environments, andteaching and learning programs.

School planning teams development the schoolplan and then create action plans for each area ofresponsibility. These have worked in partnershipwith the school evidence of impact processes whichhave showed an increase in the attainment of goalsset with actions plans.






Teacher leadership capacity isbuilt across the school throughthe Aspiring Executive Program.There is an increased number ofstaff seeking higher levels ofaccreditation, and coaching andmentoring is embedded. Studentleadership capacity is enhancedthrough Junior AECG and SRC.

100% teaching and non–teaching staff havedeveloped and implemented a PDP in 2018

95% strategies outlined in team action plans areactioned by teams over the year

100% teaching staff engage in school planningsessions each term to ensure consistency inteaching programs and assessment

Parent engagement continued to be sought bycommittees through parent feedback evenings eachterm.

School performance feedback was gained from allkey stakeholders through a range of innovativeapproaches, including TTFM, parent dinners andschool advisory groups.

Accreditation support and PL was provided for allsuitable staff with 4 staff receiving proficientaccreditation in 2018. In 2019 the school is hopingto explore suitable staff working towards HALT

Next Steps

Briar Road Public School has identified a number of key strategies and focus areas that will strengthen the success ofleading excellence across the school.

The Airds Community of Schools will continue to be strengthened with the increase of joint projects between schools,including teacher well–being PL and Executive development programs.

The continuation and expansion of the EAFS strategy, supported by the IL and IL Interventionists will extend into Years3–6. All executive staff will be provided with coaching and mentoring PL to ensure they are knowledgeable and practicinginstructional leadership within the teams they assist.

The revision and implementation of syllabuses and associated documents that have been aligned with both NESA andDepartment of Education requirements, will continue to be evaluated in light of NESA registration of government schoolsand the ongoing development of a range of new syllabuses.

There will be a continuation of the development and revision of key policies to drive school management andimprovement which will be assisted through Executive and staff PL on the A–Z tool.

An expansion of opportunities for the school to be utilised as a site/service for a range of organisations that assist thecommunity to strengthen and grow will be promoted.

Continued PL for Lead and Committee chairs on the utilisation of SPARO, along with their leadership development intheir respective roles will also support our growth in this strategic direction.

RBriar Road Public School will continue the refinement of current practices and processes for student leadership, andwill strengthen the House initiative across the school to assist with PBL and school pride.

Continuation of the Aspiring Executive initiative to ensure stability and leadership development across the school, and inturn the system, will strengthen our growth in this area.

The creation of a leadership coaching model for school executive, focusing on leading for impact and supported by theLead and Principal standards, will be initiated.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $161,275

AEO employment,Aboriginal Culture andCurriculum Teacher .6 FTE,Aboriginal identified SLSOto work in the classes,Koori Room programs andresources.

Aboriginal students were supported in theclassroom, playground and at transition pointsthrough the employment of specialist staffmembers to provide targeted support. BriarRoad Public School employed an AboriginalEducation Officer, Aboriginal identified SLSOand an Aboriginal Culture and CurriculumTeacher (ACCT). Academic achievement wasa major focus with the ACCT and SLSOworking with small groups of students offeringsupport and extension. Progression data andNAPLAN data guided the focus of theselessons and the support given was targetedand strategic. Cultural education of allstudents and staff was further enhancedthrough programs taught by the ACCT inconjunction with the AEO and classroomteacher. Each stage focused on learningabout a different aspect of Aboriginal cultureand authentic lessons were taught in theKoori Room. All students P–6 engaged inlearning of Aboriginal culture. Teachers wereprovided with support through PL inAboriginal Education through numerous staffmeetings and demonstration lessons.Funding was allocated to the refurbishmentand redesign of the Koori Room to establish awell–resourced cultural hub within the school.The room was used for cultural activities withstudents and staff, and is a valuable resourceto support the teaching of Aboriginalperspectives within classrooms. The ACCTfacilitated transition programs, culturallearning, community stakeholderpartnerships, and family support.

The school junior AECG and studentleadership opportunities were facilitated bystaff and the ACCT. Additional Aboriginaltargeted support staff assisted in creating acase management approach for individualstudents. In particular, there was a focus onthe students who identified as Aboriginal inthe Boys Engagement class.

English language proficiency $26,865

Employment of teacher towork with targeted EALDstudents

Briar Road Public School saw an increase inthe number of students who identified asspeaking a language other than English athome. For many of these families, English istheir second language, with the most commonother languages spoken at home beingSamoan and Arabic. In 2018, the EAL/Dteacher focused on providing intensivesupport to newly arrived families. IndividualEducation Plans assisted newly arrivedstudents in the acquisition and use of Englishin the classroom and playground. The teacherdelivered intensive support, utilising bothin–class and withdrawal methods to assiststudents.

Low level adjustment for disability $145,758 1.4 FTE LAS tosupport students

$57,523 Flexible funding

Funding provided under Low LevelAdjustment for Disability (1.4 FTE) providedan opportunity to employ additional staff towork with students identified through internal


Low level adjustment for disability part–time SLSOemployment and resources

processes, and NCCD (flexible) provided anopportunity to engage an additional SLSO towork with targeted students in the classroomand in the playground environment. Additionalfunding supported the enhancement ofinnovative areas for students who haveadditional needs, including a gardening areato promote and support life skills. Otherresources purchased included equipment,such as sensory resources.

Quality Teaching, SuccessfulStudents (QTSS)

$52,994

Teacher release to workwith IL and DP Mentor

The QTSS funding assisted in providingadditional release time for teachers to engagein coaching and mentoring opportunities withthe IL and Stage Supervisors.

Socio–economic background $604,429

Higher duties DP mentor,Behaviour specialist,Speech and OT program,additional teachers x 2,additional SLSO's to workin classrooms

Provision of mentoring for Beginning andEarly Career Teachers was enhancedthrough the continuation of the DeputyPrincipal Mentor. This role also assisted indeveloping the leadership capabilities of anew and inexperienced executive team. Thework of the Deputy Principal wasstrengthened by the creation of additionalAssistant Principal roles. The strategiccreation of an expanded executive team hasassisted with succession planning. Intensiveprofessional learning for the SchoolLeadership Team occurred through coachingfrom the external Behaviour Specialist.Professional learning for staff also includedthe employment of the Behaviour Specialistwho worked one–on–one to develop casemanagement style plans for studentsidentified with behaviour and social needs.Additional classroom teachers were employedto reduce class sizes and to allow for thecontinuation of the Boys Engagement class.Additional Learning Support Officers wereemployed across the school to deliverLiteracy and Numeracy programs/support incollaboration with classroom teachers.Intensive support was provided to the earlyyears, the Support unit and students identifiedas at–risk.

The improvement of our school grounds hascontinued to be an integral part of building theschool profile. Socio–economic funding wasallocated to redevelop the school's office areaand gardens. The garden development issupported by teaching and learning projectsundertaken in classes, such as the BoysEngagement class. The boys are focused onservice learning and they play an integral rolein contributing to the creation of beautifulspaces within the school. Specialists inbehaviour, speech therapy and occupationaltherapy, worked with individual students andteachers to cater for students with additionalneeds. This was achieved through theprovision of one–to–one support, in classsupport and professional learning for staff.Up–skilling the executive staff was also afocus of the support provided by BehaviourSpecialist, Carl Warren. The purchase ofsignificant amounts of technology to improvestudent engagement and to assist teacher


Socio–economic background $604,429

Higher duties DP mentor,Behaviour specialist,Speech and OT program,additional teachers x 2,additional SLSO's to workin classrooms

delivery of quality learning experiencesoccurred during 2018. New technology,including interactive LCD/LED boards, andnew equipment, such as laptops and portabledevices, was purchased.

Student support funds were accessed bycommunity to ensure that all students wereprovided with opportunities to attend andengage in school experiences, and to aid inimproved attendance and retention. Thecreation of AP Well–being assisted inachieving numerous outcomes identified incommunity engagement in Strategic Direction1. The AP Well–being worked in closepartnership with external agencies, parentsand staff to drive greater communityengagement within the school.

The Speech Pathologist and OccupationalTherapist (SPOT) program has been fundedto improve an identified need within theschool. The school community has greatlyvalued the roles and programs of the SPOT,and teachers have benefited from additionalsupport.

Teacher Professional Learning funds assistedin providing staff with release time to workwith supervisors and mentors. Funds alsoenabled teachers to attend professionallearning workshops and engage in initiatives,such as SWELL. Professional Learning fundssupported the achievements of individualteacher goals and SLSO goals identified inPDPs. Professional Learning funds alsoassisted with the Annual School Conferencewhere planning and staff well–being were themajor focus.

Support for beginning teachers $45,522

Teacher release to workwith IL and DP Mentor

Briar Road Public School received funding tosupport Beginning Teachers. The additionalfunding provided flexibility for the teachers toengage in professional learning with the ILand their identified mentor. The focus for eachmeeting related directly to the teacher goalsidentified in their individual PDP along withthe priorities detailed in the School Plan.Beginning teachers were supported throughadditional teacher release to ensure asuccessful start to their teaching career.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 139 142 129 142

Girls 115 138 130 130

Student attendance profile

School

Year 2015 2016 2017 2018

K 90.2 88.1 90.9 91.3

1 88.1 92.7 89.7 91.3

2 91.9 92.7 90.8 90.9

3 89.3 91.8 92 90.7

4 91.9 91.7 93.4 87.5

5 90.8 92.7 91.8 92.5

6 91.4 91.1 90.5 89.7

All Years 90.4 91.4 91.4 90.5

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

Regular school attendance was promoted andsupported at an individual, classroom and whole schoollevel during 2018. Termly reward days were held tocelebrate students achieving percentages for the termthat were over the school target, including a large blowup water slide and pizza parties. Improvement wasencouraged through targeted rewards for students whowere on monitoring. Slight increases in attendancepercentages were seen for some focus students.

In 2018, the Phone Home program was an effectivestrategy used to address non–attendance. Factorsimpeding regular attendance were addressed promptlyand support was provided to families as required. The

Home School Liaison Officer supported schoolprocesses throughout the year and met fortnightly withthe attendance coordinator.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 12.11

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.4

Teacher Librarian 0.6

School Administration and SupportStaff

7.89

*Full Time Equivalent

In 2018, Briar Road Public School had a continuedAboriginal workforce composition of 22%. Therecruitment and capacity building of Aboriginal staff inthe school has supported and addressed the social,emotional, academic and cultural needs of students.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 70

Postgraduate degree 30

Professional learning and teacher accreditation

Briar Road Public School is committed to ensuring thatteachers are provided with consistent high qualityprofessional learning that supports the direction of theSchool Plan and leads to the improvements ofoutcomes for all students. Therefore, the schoolstrategically implements a range of whole school anddifferentiated professional learning throughout the yearto meet the needs of staff to best support studentlearning. Similarly, this considered approach ensuresthe school deliberately targets school priorities andworks towards achieving the improvement measuresoutlined in the School Plan. After evaluating evidenceof student achievement, analysis of teacherperformance when measured against the ProfessionalTeaching Standards and evaluation of goals in the


Performance Development Plans of teaching staff,termly professional learning calendars are developed tomeet the needs of the students, staff and the school. In2018, professional learning heavily focused on EffectiveClassroom Practice – using data, assessments andfeedback to support the learning of all students. Theformal professional learning designed throughout theyear ensures staff engage in professional discussions,and collaborate to improve the teaching and learning intheir class or for targeted students. This learning iscoupled with the school's Executive Supervision systemthat ensures supervisors work shoulder to shoulder withstaff, tailoring the whole school professional learning tosupport each individual teacher. This support rangesfrom lesson observations to team teaching to modelledteaching lessons. This process is underpinned bycoaching opportunities to further enhance teachingperformance thereby improving learning outcomes forall students. In addition to whole school professionallearning, Stage Teams frequently meet to identifystudent achievements and progress, in order to reflecton teaching effectiveness and inform future, class,stage and school directions. Data collected, evaluatedand used, triangulated internal class data andProgression data as well as external data includingACER Progressive Achievement Tests (PAT) andNAPLAN. The school also identified expertise within thestaff and drew on this to further develop theprofessional learning community, while determininghow to best support our students holistically. Thislearning included a focus on culture, in particularAboriginal Education and PACIFICA education, workingout how to best support the learning of our Aboriginaland PACIFICA students. Similarly, professionallearning focused on student welfare, and how to bestcater for and support the needs of all studentsacademically, behaviourally, socially and emotionally.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 726,879

Revenue 4,405,678

Appropriation 4,272,065

Sale of Goods and Services 33,623

Grants and Contributions 95,496

Gain and Loss 0

Other Revenue 0

Investment Income 4,494

Expenses -4,513,458

Recurrent Expenses -4,513,458

Employee Related -3,665,566

Operating Expenses -847,892

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-107,780

Balance Carried Forward 619,099

Briar Road Public School Finance Committee includesthe Principal, School Administration Manager andDeputy Principal. All staff are knowledgeable aboutschool finances due to their participation in the AnnualSchool Planning Conference and apply this knowledgeto school expenditure through their nominatedcommittees.

During 2018, there was some marked increase ofexpenditure in furniture and equipment. This was due tothe redesign of learning environments across theschool, including classrooms, the library, cultural centreand the innovation hub. There was also increasedexpenditure in the area of property maintenance. Theschool community is currently undergoing a StateGovernment redevelopment of the Airds Housingestate. To ensure the school attracts new families andstudents there has been strategic expenditure, providedfor in the School Plan, to improve the marketing andpromotion of the school within the community.

The opening balance of 6100 funds will be utilised toemploy a number of additional staff, including Speechand OT, to support the needs of all children within theschool. The remaining School and Community funds(6300) will be utilised to build an Infants play areaduring 2019. This initiative has been ratified with parentconsultation.

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 1,975,103

Base Per Capita 56,591

Base Location 0

Other Base 1,918,512

Equity Total 995,850

Equity Aboriginal 161,275

Equity Socio economic 604,429

Equity Language 26,865

Equity Disability 203,281

Targeted Total 595,435

Other Total 437,646

Grand Total 4,004,034

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 andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

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.

In NAPLAN in 2018, students performed well and madegrowth from 2017. There was an increased number ofyear 5 students performing in the top two bands inreading by 6%. There was a an increased number ofyear 5 Aboriginal students performing in the top twobands in reading by 7%.

In writing, there was an increased number of year 5students performing in the top two bands by 7% forAboriginal students. There was an increased number ofyear 5 students performing in the top two bands for allstudents by 2%. In year 3, there was an increase of 1%of students performing in the top band and an increaseof 8% in the top two bands for Aboriginal students.

In spelling for year 5 students, there was an increase of5% performing in the top band and a 7% increase forAboriginal students. In year 3, there was a decrease of13% of students in the top two bands and a decrease of14% in the top two bands for Aboriginal students.

In NAPLAN in 2018, students in year 5 performed wellacross the board in numeracy. 2018 NAPLAN saw anincrease of 7% of students in year 5 performing in thetop two bands. Similarly, there was an increase of 7%of Aboriginal students in year 5 performing in the toptwo bands. Year 3 saw a decrease of studentsperforming in the top two bands by 15%.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

In NAPLAN in 2018, there was an increased number ofAboriginal students performing in the top two bands inYears 3 and 5 – 2.94% in 2017 to 5.77% in 2018.

There was a decrease in the number of all studentsperforming in the top two bands – 14% in 2017 to11.3% in 2018.

There was a significant increase for Year 3 Aboriginalstudents in Writing. The NAPLAN average shows it is atits highest performance over the past five years andoutperforms SSSG and the state. This trend is alsoevident for all students in Year 3 for Writing.

The school value added data for all cohorts K–3, 3–5and 5–7 indicate the school is at Delivering.

Parent/caregiver, student, teachersatisfaction

Each year, schools are required to seek the opinionsand impressions of parents, students and teachers,about the school. During 2018, Briar Road PublicSchool sought the opinions from parents/carers,students and staff through surveys, forums and focusgroups. The parent dinners were extremely successful


with 174 parents attending throughout the year. Thissaw a 46.2% increase from 2017. Data collectedrevealed that 40% of the audience had never been to aparent dinner before; this shows the school is attractingnew parents and carers, and that we are implementinga variety of strategies to have their voices heard. Thishas been the highest participation rate throughout thelast 3 years. On average, community rated howapproachable staff are at Briar Road Public School 9.1out of 10. On average, community rated the school 9.2out of 10 for the effectiveness of communication. Dataalso showed that parents and community valued howopen and friendly staff were, and expressed how allteachers are very approachable and easy to talk to atall times. Data revealed that the vast majority of parentsand carers strongly agreed that teachers at Briar RoadPublic School hold high expectations for their child tosucceed and encourage them to do their best work.Similarly, the vast majority of parents and carersstrongly agree that they are well–informed about theirchild's progress in school. Data also showed acontinual increase in the number of parents and carersfeeling welcomed and valued in the school throughoutthe previous three years. Briar Road Public Schoolused various modes of communication, includingFacebook, the newsletter, promotional videos and theschool website, to ensure the community was keptinformed and updated about upcoming activities orevents. Students indicated that teachers make learningrelevant to everyday life, and feedback provided tothem helps them learn and enables positiveteacher/student relationships. Staff felt that thecommunity engagement focus had a positive impactacross the school, particularly with the trial of studentsattending the community dinners. The vast majority ofstaff felt that they successfully worked with parents andcarers to overcome issues interfering with studentprogress. Staff also felt that they involved parents andcarers in creating learning opportunities.

Policy requirements

Aboriginal education

Briar Road Public School holds Aboriginal Education asa core component of school planning and a strategic

priority for students, staff and community. Through theimplementation of Aboriginal cultural programs for bothAboriginal and non–Aboriginal students, professionallearning for staff and cultural experiences that areinclusive of the whole school community, Briar Roadhas developed a school culture that strongly valuesAboriginal education and culture. Ongoing Aboriginalstudent success, cultural studies programs, communityengagement, strengthened identity and culturalappreciation has ensured Briar Road is seen as a siteof excellence for Aboriginal Education, being presentedwith the award for the 'Best Co–Curricular Program' inthe area of Aboriginal Education at the 2018 AustralianEducation awards.

The school has a 33% Aboriginal student cohort andAboriginal Education is a key portfolio area in theStrategic Direction area of Learning within the schoolplan. Aboriginal Education is supported by an ActionPlan that addresses the academic, social, emotionaland cultural needs of Aboriginal students. A number ofprograms were implemented that resulted in significantcommunity participation and improved outcomes forstudents. Local Aboriginal community members wereinvited to share in Aboriginal parent excursions andmeetings, partnership events, such as, AboriginalChildren's' Day, cultural studies programs and thecollaborative PLP process.. Aboriginal andNon–Aboriginal community shared in NAIDOC andReconciliation Week celebrations, studentperformances and the community NAIDOC dinner. Thefirst Annual Community NAIDOC dinner catered to 96community members, resulting in Briar Road's largestcommunity dinner and acknowledged the success ofAboriginal and non–Aboriginal students' commitment topromoting Aboriginal culture at Briar Road.

Students and teachers engaged in cultural lessons thatsupported and strengthened Aboriginal education.There was an integrated approach to the design anddelivery of cultural lessons. Both teachers and studentshad the opportunity to gain cultural knowledge from theAboriginal Culture and Curriculum Teacher (ACCT) andthe Aboriginal Education Officer (AEO), ensuringauthenticity and validity within the content taught.Teachers had the opportunity to team teach with theACCT to build confidence to integrate cultural lessonswithin other KLAs and contribute to the key planning ofsignificant cultural events throughout 2018. Culturallessons took place in the Cultural Centre. The CultureCentre is a hub for Aboriginal Education in the schoolcommunity, hosting CoS events and TPL for staff fromsurrounding regions.

All Aboriginal students K–6 had a collaborativelydeveloped PLP. This plan was communicated to allstakeholders to ensure that all staff who engage withindividual students were aware of the needs and goalsof the student, teacher and parent. The PLP processwas strengthened through intensive staff professionallearning conducted by the Aboriginal Education Team.As a result of the 2018 PLP planning process, 78% ofstudents' PLPs were developed face–to–face on thedesignated PLP BBQ afternoon with only 22% needingto be created over the phone and with ACCT and AEOsupport.


Student success and engagement was celebrated andmeasured through a range of events including schoolacknowledgements, such as the NAIDOC awards andthe DoE Aboriginal Student Awards where 26 studentsfrom Briar Road were successful award recipients. TwoAboriginal students received awards at theCampbelltown Rotary Youth Excellence Awards and aYear 6 student received a NSW Nanga Mai award inthe category of Leadership. Student outcomes,attendance and overall engagement was strengthenedby participation in programs such as Bro Speak andSista Speak, Aboriginal Dance Ensembles, JuniorAECG, after school positive engagement workshops,STEM camps run by the NSW AECG, the publicspeaking 'Yarn Up' program at Parliament HouseSydney and CoS Aboriginal Leadership workshops.Briar Road students were involved in the Njulgang –Digital Custodians Pilot Project where studentsdesigned 3D models and brought them to life throughaugmented virtual reality retelling a dreaming story inDharawal language. 100% of Aboriginal students weresupported in transitions that focused on primary andhigh school transition, identity and self–esteem. Year 6Aboriginal students attended an overnight camp tofocus on team building, wellbeing and readiness forhigh school.

Briar Road was invited to the the prestigious AustralianEducation awards evening in Sydney and successfullywon the category 'Best co–curricular program'. Thisaward highlighted the success of the numerousprograms that the school has and was a significantachievement for the school in 2018.

Multicultural and anti-racism education

Briar Road Public School makes multicultural educationa priority and the school prides itself on providing arange of programs and inclusive teaching practices.Cultural background and identity is valued andcelebrated at BRPS and the school community iscommitted to developing cultural understanding,tolerance and mutual respect. BRPS held the annualHarmony Day celebration in 2018. The broader schoolcommunity celebrated the cultures reflected within ourcommunity and had open classrooms where studentswere immersed in learning about different cultures. Acommunity hangi was prepared by several stage 2 and3 boys , along with former students whom now attendAirds High School. This year saw the introduction of theTrans–Tasman School and Kapakaka learning,whereby students were immersed in rich and authentic

cultural lessons for Maori students. This saw weeklyvideo conferencing sessions where our students metonline with primary students from New Zealand. Thispartnership was invaluable and was very successful.Briar Road was nominated for a prestigious NSWPasifika award, along with several students and ateacher also successfully receiving awards foreducational excellence, community engagement andsporting excellence. BRPS has an Anti–RacismContact Officer (ARCO) who supports students andstaff to resolve any racism issues.

Other school programs

Wellbeing

BRPS utilised the PBL framework to create a positive,safe and supportive school environment for studentsand staff in 2018. Weekly focus rules were introducedwhich aligned with the 3 Be's; Be safe, Be respectful,Be a learner. These were reiterated and taught withinthe classroom and the playground. The AP Wellbeingworked closely with the Behaviour Specialist and thePBL team to plan and implement new Social EmotionalLearning (SEL) lessons, catering for differing stagesacross the school. These lessons were created inconjunction with a new SEL framework and in responseto behaviour entries on LMBR. The themes and contentin these lessons were explicit and modified to suit theneeds of K–6 students. Some of the themes includedself regulation, understanding emotions and conflictresolution. Data sharing occurred fortnightly in staffmeetings, whereby key students and whole schoolsupport structures were discussed, including SLSOsupport and playground duties which included strategicstructured games. Catch cards were continued andwhich rewarded positive behaviour in lines and duringassembly times. At the end of the week the class withthe most catch cards won their class prize and 2students were drawn to receive a canteen item.

The AP Wellbeing worked in conjunction with theBehaviour Specialist, LST and the executive team toroll out individualised student plans including IEP's andbehaviour management plans, as per NCCD standards.External agencies such as Lomandra pantry andfoodbank were engaged and supported families withinthe school. Attendance continued to be a focus and asa result, school attendance was consistent to theprevious year.


2018 Briar Road Public School Annual Report

Documents

Transcript of 2018 Briar Road Public School Annual Report