2018 barham public school annual report - amazon s3...barham public school is a p1 school with a...

Barham Public SchoolAnnual Report

2018

1135

Printed on: 30 May, 2019 of 25 Barham Public School 1135 (2018)

Introduction

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

Catherine Peach

Principal

School contact details

Barham Public SchoolWakool StBarham, 2732www.barham-p.schools.nsw.edu.aubarham-p.school@det.nsw.edu.au03 5453 2133


School background

School vision statement

Barham Public School staff and school community work in partnership to create a safe, respectful and future focussedlearning environment. We promote equity and excellence to ensure our students become successful learners, confidentand creative individuals and active and informed citizens who are equipped to shape their future.

School context

Barham Public School is a P1 school with a student population in 2018 of 131. The school draws students from thetownship of Barham, situated in south west Riverina on the Murray River, and its surrounding rural district. Barham islocated 300km north west of Melbourne and 823 kilometres south west of the state capital, Sydney.

Barham Public School is committed to future focused teaching and learning, where teachers know and understand theneeds and talents of their students and employ research–based tactics and pedagogy, and professional reflection andevaluation to effectively address their students' needs.

Quality educational programs encourage academic endeavour and personal development and growth, and provideenrichment at all levels of ability. Improving the literacy and numeracy standards of each student is central to all learning,and is embedded across the curriculum.

A commitment to ongoing school improvement in pedagogy, school management and professional learning acts as anumbrella for teaching and learning and achieving the school's improvement priorities. It provides a vehicle to buildteachers' capacities to teach explicitly and students' capacities to be engaged as effective learners.

The school attracts NSW Department of Education Equity funding for Low Adjustment Disability, Socio–EconomicBackground and Aboriginal Background and English Language Proficiency to support its targeted programs.

The school has an active Parents & Citizens Association, and parents, carers and members of the community makevaluable contributions to the school's learning and wellbeing programs.

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.

Learning

Our approach to learning and the development of the wellbeing of the 'whole child' aligns with the Melbourne Declarationin that our school promotes equity and excellence for our students to become successful learners, confident and creativeindividuals and active and informed citizens, who are equipped to shape their future.

Our Strategic Direction 1, Learning relates directly to the elements of Learning in the School Excellence Framework. Theschool has focused on developing an environment conducive to effective learning where all students connect, succeedand thrive, by strengthening the cognitive, emotional, social, physical and spiritual development of every child, andestablishing respectful, productive partnerships across the school and our community. Through holistic and plannedapproaches to student wellbeing, we have provided programs to meet the needs of each individual. This is particularlyevident in the school's Positive Behaviour for Learning systems that foster and support optimum conditions for studentlearning across the whole school. The school has given priority to integrating teaching and learning which promotespositive behaviours supporting wellbeing, utilising a team approach to continuous improvement and implementingevidence–based programs which are responsive to emerging needs.

The school's transition and leadership programs, and welfare and National School Chaplaincy program, have promotedstrategies that help every student to be more self–aware, and able to interact positively with others and engage


effectively with learning to explore and actualise their potential. There have been new, evidence–informed initiativesimplemented in 2018 aimed at fostering positive, respectful relationships and positive student engagement and curiosityin learning – student–led interest groups like the Construction Club and the IT/STEM Minecraft Club, luncheons withcommunity role models, a Student Leadership passport, K–6 themed co–operative learning days, as well as thecontinuation of successful programs including school's Student Leadership, Kitchen/Garden, Transitions to School andHigh School and cultural awareness programs.

Our school is currently in its third year of the Bump It Up initiative which aims to improve the percentage of studentsachieving proficiency in the NAPLAN Reading and Numeracy. Students learning needs are differentiated andpersonalised according to internal and external assessment data. Targeted teaching and interventions are in place withteachers following a defined teaching, learning and monitoring cycle to drive student achievement across all grades andlevels. Student data is collected regularly and analysed so that the specific needs of the individual, group and studentcollective are identified, and programs and strategies are implemented at 'point of need'. The school's NAPLAN data forstudents in Year 3 and Year 5 achieving proficiency in Reading and Numeracy from 2014 to 2017 showed significantimprovement (from 28.41% to 42.86%), taken as evidence that the improvement processes of the School Plan havebeen effective, and are to be continued.

The school is focused on continual self–assessment to refine its approach to promoting learning excellence. This hasincluded providing partnerships, mentoring and training for teachers so that they are equipped to provide personalisedlearning support for the students in their class. School resourcing has strongly supported the implementation ofimprovement processes related to learning; strategic financial management has enabled the deployment of support staffto target prioritised needs, the engagement of teachers with expertise to act as instructional leaders and mentors forteachers in the area of learning support, and the upgrade of teaching resources specifically aimed at delivering tailoredand intensive interventions and support.

Strategic Direction 1, Learning is clearly evident in the school's activities, and the improvement processes have beenconstantly monitored, reviewed and refined. We believe students at Barham Public School are increasingly engaged andcurious about learning, and are motivated to learn by opportunities provided for them to connect, succeed and thrive.

Teaching

Our school has continually focused on developing professional excellence that promotes continuous improvement inlearning for our students, with processes for improvement in 2018 related directly to the elements of Teaching andLeading in the School Excellence Framework. Teachers at Barham Public School recognise that improving intellectualengagement is important for the success of students now and in the future. The teaching staff are committed toidentifying, understanding and implementing quality teaching, and have given priority to developing evidence–basedteaching strategies to initiate and sustain measurable educational improvement. The school is promoting a highperformance culture and whole–school approach to teacher development, where priority is given to aspects of teachingpractice that will facilitate progress for all students in literacy and numeracy.

Teachers have continued to reflect on current practice and considered research and evidence of what works best indriving school improvement. The school actively explored 'change to drive improvement' and prioritised the seventhemes of "What Works Best: evidence based practices to help improve NSW student performance" as a way ofstrategically developing professional capacity and enhancing pedagogy to better meet the needs of our students.Evidence–based teaching practices that incorporated consistent teaching protocols and models of instruction have beenprioritised in the School Plan Strategic Direction 2, Teaching & Leading. The school has adopted a continuouscollaboration and in–situ professional learning model to engage teachers in critical professional reflection and promoteprofessional growth in the areas of Effective Classroom Practice, Data Skills and Use, Assessment, and EducationalLeadership. This process has been further strengthened this year through the school's participation in the Curiosity andPowerful Learning professional learning program. This program has provided professional learning for leaders andteachers to strengthen their professional practice in specific areas identified through the analysis of student and schoolperformance data, and feedback from the school community.

The school is committed to using planned assessment as a tool that supports teaching and whole–school monitoring ofstudent progress. The school has focused on developing consistent, systematic and reliable school–wide practices forassessment that are integral to monitoring, planning and reporting on individual student progress, and to evaluatestudent learning and adjust teaching over time to deliver measureable improvements. Our key focus is to ensure that theeducation delivered meets students' needs and allows them to succeed and progress in learning.

Distributed instructional leadership in 2018 has delivered targeted and collaborative professional learning, coaching andmentoring to facilitate teachers' professional development. Leaders have coordinated teaching teams to engage inregular 'action learning' to embed effective research–based pedagogy about the habits, behaviours and performanceexpectations that characterise evidence–based practices. Teachers have collaboratively planned and programmedlearning, and reflected on and evaluated the effectiveness of the lesson and teaching practice in meeting students'needs. Whole–school and class assessment data has been analysed to ensure that teaching is targeted and responsiveto students' needs and that it promotes expected growth for each student.


Teachers' Professional Development Plans (PDPs) in 2018 reflected the school's strategic directions and priorities, andExecutive and Stage leaders were in place to support the development of the target professional practice. Teachers havebeen given the opportunity to use their expertise to lead others in the development of specific teaching strategiesidentified as essential to driving the improvement of student outcomes. The systems and structures set up as part ofCuriosity and Powerful Learning, incorporating instructional leaders and additional targeted release for collaboration andin–situ 'action learning', has allowed the school to effectively support teachers' professional development, and monitorteachers' PDPs and review teaching practices to affirm and promote educational quality as a part of the school's overallimprovement process. Specifically in 2018, the focus has been on ensuring consistency of curriculum delivery by utilisinga common explicit instruction model across the school.

Strategic Direction 2 Teaching & Leading is clearly evident in the school's activities, and the improvement processeshave been constantly monitored, reviewed and refined. We believe teachers at Barham Public School are developing ahigh performance culture which prioritises best practice, evidence–based teaching to drive continuous improvement inteaching and learning.

Leading

Our school is strongly focused on developing excellence in leadership, including instructional leadership to supportteachers, and strategic financial and school management to achieve continuous improvements in all aspects of schooloperations. The school recognised the importance of a leadership team maintaining a focus on high expectations, qualityteaching and community engagement. The school staff have committed to developing systems and processes to driveschool improvement and the professional effectiveness of all staff members.

In 2018, the school committed to a model of instructional leadership where the Principal and Stage leaders were theprimary instructional leaders in the school. Strategic Direction 2 Teaching and Leading focuses on creating a highperformance culture to foster quality teaching and learning that will result in sustained and measureable whole–schoolimprovement. Curiosity and Powerful Learning has been at the core of this activity this year, to establish understandingsand systems and structures of instructional leadership and professional collaboration in order to build consistency inteaching and learning protocols and practices. Feedback to date from teachers has indicated that the in–situ 'actionlearning' set up as part of Curiosity and Powerful Learning, based around collaborative lesson design and peerobservation and feedback on teaching practice during lesson delivery, has been well–received and valued as awhole–school strategy for enhancing teachers' understanding and driving adjustments in teaching to better meet theneeds of our students.

Strategic Direction 3, Partnerships focuses on establishing effective organisational systems to promote and maintainconsultative decision making, strong home–school partnerships, and developing a respectful, inclusive learningenvironment where every student is able to learn and the school community connects in meaningful ways to supportstudents' learning at home and at school. Planned and regular school events gave parents the opportunity to engagewith the school, supporting efforts to develop a cohesive educational community. A shared understanding of theimportance of positive behaviours to build optimum conditions for learning is a priority of Strategic Direction 3,Partnerships. This year, the school has taken a team approach to refining its Positive Behaviour for Learning systemsand implementing teaching, monitoring and recognition systems to support student wellbeing and learning and respectfulproductive relationships across the school community. This relates directly to three domains of the School ExcellenceFramework, specifically the elements of Wellbeing, Community Engagement and School Management Practices andProcesses.

The school has regularly sought and addressed feedback on school performance. This year, the school has engaged theschool community to consider what is powerful learning and what are the implications of this for teaching and learning. Inrecent times, the school has addressed areas of activity that support students to connect, succeed and thrive, such asthe Uniform policy, Homework policy, and Excursion schedule and practices. The school is committed to improving itsprocess of consultation and responsiveness to feedback and expectations, utilising best practice strategies to support aculture of high expectation and community engagement.

Communication with our school community was observed to improve as the school increasingly utilised social media andtechnology as part of the service to the school community. The school's social media page is an increasingly popularmethod of sharing information and celebrating the events and successes of our school.

An important aspect of leadership is planning for continuous improvement and using resources strategically andefficiently to effectively implement the School Plan and achieve high quality service delivery. The school believes it hasthe School Plan at the core of all improvement efforts, and that the school vision and strategic directions are clearlyevident in school activity. School teams continue to develop and refine systems, structures and process, especiallyaround soliciting feedback on the effectiveness and impact of improvement plans.

The process of External Validation has allowed the school to clearly see the school's strengths and celebrate these, andto identify areas of need to be considered and addressed as a community to further inform the school's improvementprocesses and the implementation and monitoring of our Strategic Directions of the 2018–2020 School Plan. ExternalValidation has enhanced our self–assessment processes and will inform our practices into the future.


Our self–assessment and the external validation process has assisted the school to refine our school plan, leading tofurther improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

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


Strategic Direction 1

Learning

Purpose

To engage every student in purposeful, future focused and contextual integrated learning that provides opportunities forthem to actualise their potential as successful learners, confident and creative individuals and active and informedcitizens.

Overall summary of progress

Teachers have focussed extensively on delivering differentiated data–based literacy learning experiences. Throughout2018, teachers have engaged in 'action learning' in–situ, as part of a whole–school professional learning programdelivered within the context of Curiosity & Powerful Learning. This program incorporated whole–school and stage–basedprofessional learning to understand the explicit instruction model, with a focus on harnessing learning intentions andsuccess criteria to improve students' understanding of learning tasks and ability to identify personal improvementpathways.

Teachers engaged in Stage–based professional development activities tri–weekly, working with a Stage lead teacher,acting in an instructional leader capacity, to learn about aspects of the explicit instruction model and collaboratively planand utilise explicit teaching practices in the classroom. 'Action learning' was set in the context of Spelling instructionacross all classrooms K–6, with teachers collaboratively planning lesson instruction based on the focus teachingpractice, viewing modelled lesson, engaging in peer observation for the purpose of lesson and practice evaluation, andplanning and programming utilising best practice. The development program promoted a consistent use of teachingresources and assessment tools, and the development of a consistent explicit instruction model in Spelling.

Learning intentions and success criteria are evident in teaching programs of all teachers in the focus areas of instruction,Spelling and Writing, and most teachers have extended this practice into other key learning areas. Having studentsidentify and set personal learning goals was evident in the practice of some of the teachers. Some teachers are workingto extend their understanding about the way they harness learning intentions and success criteria so that students canset personal goals of improvement and translate these into learning action where they are directing their own learning.

Survey responses indicated that students are able to identify the purpose of the lesson, and what was expected of themwith reference to the success criteria. While some students were able to identify their personal improvement pathway,most students require further practice to identify and know how to address, monitor and act on personal learning goals.

An extensive assessment schedule was designed in 2018, with specific focus given to the design and scheduling ofquality assessment for Spelling and Writing. This focus built on the school's existing schedule that provided a clear andconcise guide to teachers for the collection and recording of assessment data in English, and Mathematics, to directteaching and learning, and school planning more generally. Stage–based collaboration and lead teacher mentoringfocused on raising teachers' awareness and capacity to implement quality assessment strategies and tools, that wouldenable teachers to subsequently refine their teaching and learning programs to better deliver appropriate levels ofsupport for each student at point of need. As a result, teachers are now consistently utilising the school's AssessmentSchedule and prescribed tools and strategies. Teachers collected and recorded required assessment data, and wereinvolved in the analysis of this data with Stage colleagues and Stage leaders, and with the Learning Support Team.

Analysis of assessment data is informing teachers' planning and programming, particularly in the focus areas of literacy,and facilitating differentiation and targeted teaching to support students at their point of need. This has included theformation of groups for differentiated instruction, the delivery of tailored interventions promoting student growth, andrigorous monitoring of student achievement and progress. In addition, assessment data is being used by Stage groups toevaluate teaching practice and programs, and raise teacher awareness of the importance of such practices to promoteprogress and growth for all students.

Providing integrated and intensive tiered interventions and support for all students was a major focus in 2018.Class–based and standardised assessments informed the allocation and prioritising of learning support resources andprograms, and underpinned the school's processes for addressing existing and emerging student needs and undertakingthe regular review of program efficiencies. The use of support staffing and teaching resources was more targeted in2018, and was observed to be of more benefit to teachers and students as they implemented personalised learning plansto address specific learning goals and promote success for every student. Class, external and standardised assessmentdata was triangulated, showing a more rigorous identification and monitoring process that facilitated the planning andimplementation of more precise interventions. School evaluation and teacher feedback indicated that further training indata collection, collation and analysis is required to ensure teachers are confident to independently use


data to inform planning of targeted teaching and tiered interventions.

The average percentage of students achieving in the top two bands for Reading and Numeracy was 30.51% in 2018, atrend down compared to the continual improvement achieved from 2015 (32.91%) to 2017 (42.86%). NAPLAN resultsshow an increase in the number of students at or above the national minimum standards, with an average acrossdomains of 97.2% for Year 3 and 100% for Year 5. Results in Reading, Writing and Numeracy in Year 5 continue toclimb and are close to or above the state average. School analysis indicates that this is an indication that theimprovement strategies being employed to improve outcomes are working.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase the percentage ofstudents achieving in the top twobands of NAPLAN in Readingand in Numeracy each year.

• School Equity Staffing:FTE 0.6 Literacy &Numeracy Support • School funds: $38,145 forLiteracy & NumeracySupport Teacher • RAM Equity FlexibleFunding (Low LevelDisability & Low SocioEconomic Background):$101,335 for Literacy &Numeracy Support • RAM AboriginalBackground Funding:$5,949 • School StaffingEntitlement: FTE 0.2 fortargeted programs,including digital technology • School & Community:$23,700 for teachersupportingRelease/Collaborationprogram • Funding Integration:$49,669 for Teachers/SLSOs supporting studentswith identified needs • School StaffingEntitlement: FTE 0.3 foradditional LaST days

• Average percentage of students achieving in thetop 2 bands for NAPLAN Reading and Numeracy,increased from 32.91% in 2015 to 42.86% in 2017. • 2018 results did not show a continuingimprovement in percentage of students achieving in'top 2' bands of NAPLAN. However, results inReading, Writing and Numeracy in Year 5 continueto climb and are close to or above the stateaverage. Year 5 Reading showed continual, strongimprovement. • Average % of students achieving in the 'top 2'bands of NAPLAN Year 5 Reading increased to50% in 2018, up from 15.38% in 2015. • Percentage of students achieving in the middlebands was significant in 2018, with NAPLAN resultsnot showing the improvement of average % ofstudents achieving in the 'top 2' bands for Readingand Numeracy that has been achieved with pastcohorts, i.e. up to 2017.

All students will demonstrateexpected growth or higher oninternal progress andachievement measures forliteracy and numeracy, with theschool achieving improving ‘valueadded’ results.

Resources as listed above Results in NAPLAN for percentage of studentsachieving at or above expected growth wasindicative of class assessment, with stronger resultsobvious in Reading and Writing reflective of thepositive impact of improvement processesimplemented in 2018.

2018 Year 5 NAPLAN 'at or above expectedgrowth': • Reading: 75% • Spelling: 50% • Grammar & Punctuation: 41.7% • Writing: 67% • Numeracy: 53.8%

Next Steps

Self assessment and evaluation indicates the need to: • revisit the Bump It Up (BIU) strategies in place to implement in 2019, and analyse student results closely to

determine how to maintain the school's BIU target of 37% of students on average achieving in the top two


NAPLAN bands in Reading and Numeracy. • continue to build capacity to effectively harness Learning Intentions and Success Criteria, and develop teachers

ability to effectively use formative assessment and feedback linked to data to support students' learning in thecontext of literacy, and additionally in numeracy.

• further develop teachers' content knowledge and enhance their ability to use assessment data to informprogramming of differentiate, sequential learning.

• adopt a consistent approach to assessment in Mathematics, to improve teachers' ability to identify students' levelof achievement and progress in numeracy.

• develop teachers' understanding of the numeracy progressions in order to better inform differentiated teachingpractice.

• continue to develop teachers' capacity for critical reflection on their evidence–informed practice, specifically theirdesign of quality assessment and use of data to inform teaching and learning.

• undertake further professional development in using the school's Learning Support Framework, specifically arounduse of data and program evidence to determine the level of tiered interventions required, and how to integrate thesupport resources and programs into class practice.

• up–skill teachers in planning and implementing personal learning plans, and the process of design and monitoringSMART goals to direct teaching and learning, the allocation of L&S resources and the partnership with parents inthe learning support process.



Teaching & Leading

Purpose

To create a high performance culture where priority is given to explicit quality teaching, effective evidence–basedteaching practices and distributed instructional leadership to drive continuous improvement in teaching and learning andmeasureable learning progress for all students.


The school has adopted a professional learning model that is set within the framework of Curiosity and PowerfulLearning (C&PL), a program of professional learning undertaken over two years to enhance the school's improvementprocesses. C&PL has provided a pathway for establishing structures and protocols to build an effective professionallearning community that incorporates continuous collaboration and 'action learning' to facilitate the development ofeffective, research–based pedagogy about the habits, behaviours and performance expectations that characterisesquality teaching.

Teachers have participated in an extensive and targeted Teacher Development program to build their knowledge of anexplicit instruction model and aspects of evidence–based practice. Stage–based triads were introduced to facilitate thisprogram of collaborative, action learning. The triad model provided training and mentoring on the use of an identifiedtheory of action/ teaching practice shown through research to have a significant positive impact on student achievementand progress. This whole–school approach was adopted to develop teachers' understanding of explicit instruction andthe consistent use of this teaching practice across all classes. In 2018, teachers explored this teaching practice and itsbenefits within the context of teaching Spelling. Teachers have focused on how to harness learning intentions andsuccess criteria as part of their explicit instruction to whole class, and in the use of specific teaching strategies andresources that support this model of instruction.

Peer observations have provided opportunity to observe teachers in the classroom, and in turn provided constructivepeer feedback to shape and embed quality teaching practices. Stage leaders have led the process of lesson design andlesson study, and evaluation of teaching content and teacher practice that has been at the heart of teachers' 'actionlearning' in–situ. All class teachers have engaged well in the action learning process and were active in their planningand reflective discussions. The C&PL action learning process encouraged a collaborative team approach to professionallearning, and specifically promoted reflection on content knowledge and instruction strategies. Throughout Term 3 andTerm 4, teachers showed an increasing understanding of teaching strategies, and resources specific to Spelling that canbe generalised across the teaching of all subjects.

Observations showed that teachers were becoming more confident to engage in inquiry discussions with colleagues.This has assisted them to become more familiar with both the whole–school teaching program and specific, focusteaching strategies, and enhanced their ability to use metalanguage and learning routines to better engage and supportstudents.

The explicit instruction model adopted across all Stages has assisted students to build a deeper understanding of thesubject and to identify knowledge, skills and strategies that they can utilise when learning. The instruction model hasassisted teachers to observe areas of needs and differentiate their instruction to address these. Through consistent useof the language of the subject/topic and the resources of the learning program, students' learning has been effectivelyscaffolded and the diversity of learning needs in the class addressed.

Observations and teaching programs show a marked shift towards evidence–informed decision making. Teachers havecollaborated to devise processes for collecting, recording and analysing quality assessment data, with teaching programsshowing evidence of planning and lesson design that has been shaped by this regular assessment for learning, and thatis thereby targeting identified areas of need for individuals, groups and the whole class.

In 2018, the school adopted a professional learning framework that incorporated distributed, instructional leadershipwhere lead teachers in each Stage acted in an instructional role. Each Stage lead teacher was responsible for trainingand mentoring their Stage partners in a specific theory of action/ teacher practice and evidence–informed planning andprogramming during regular, scheduled collaboration sessions. The collaboration sessions were designed as part of theschool's targeted professional learning program and meeting schedule, with each second Tuesday devoted to anafter–school Stage meeting and Stage partners released every third Thursday for collaborative lesson planning and peerobservation and feedback on teaching instruction and related teacher practice.

Stage leaders indicated that this model had assisted them to build their own professional teaching knowledge and


capacity, and their leadership skills. The model has provided valuable time for them and their Stage partners to learn,practice and implement theories of action that are beginning to improve teacher pedagogy and student learning.Additional time to learn more about the focus theory of action and about the skills and practices of an instructional leaderwas seen as being vital to sustaining this teacher development model. A Framework of Collaborative Practice, andassociated role statements of instructional leaders and protocols of operation, is being drafted and will be furtherinformed by activity related to this improvement process in 2019.





All teachers show observablegrowth on professionaldevelopment continuums forareas targeted in the school’sprofessional developmentprogram.

Program of Collaborationand Mentoring inevidence–based teachingpractices (additional teacherrelease and teacherdevelopment): • Professional Learning:$16,626 (Curiosity &Powerful Learning PL,Effective Reading in EarlyYears PL, EffectiveFeedback PL, MiniLitresources and training,in–school in–action PL) • Additional ProfessionalLearning Days allocation (6point school): 39.8 days • School StaffingEntitlement: FTE 0.2 • Beginning TeacherFunds: $8,720 • Operational Funds:$15,100 for AP/Executiverelease • QTSS: FTE 0.255Collaborative Teacher

All teachers have actively engaged with theProfessional Development processes utilisingschool support systems.

Stage leaders have acted as instructional leadersand trained and mentored teachers to buildunderstanding of quality teaching practices anddeep knowledge of content.

Continuous collaboration and 'action learning' isevident across all Stages, with teachers showingincreased commitment to critical professionalreflection and use of formal feedback to promptcontinual professional growth.

Teacher Performance and DevelopmentFramework is in place to clearly define instructionalleadership protocols, and the systems andprocesses supporting teachers as individuals and inStage teams.

Improvement in schoolperformance is evident across theEffective Teaching Practice, DataSkills and Use and EducationalLeadership elements of theSchool Excellence Framework.

Resources as listed above Supervisor observations and teaching programsprovide evidence of improved teacher practice inexplicit instruction and the use of data to informteaching and learning.

Planned learning intentions and success criteria inaspects of literacy are evident in classroomprograms, classroom displays and through peerand supervisor observations.

Self assessment and evidence provided forExternal Validation indicated that: • Explicit teaching is the main practice used in theschool, reflecting the current evidence base.Teachers routinely and explicitly review previouscontent and preview the learning planned withstudents in each class. • Teachers collaborate within and across Stageteams to share curriculum knowledge, assessmentdata and evidence of growth or need, feedback andother information about student progress andachievement, to inform the development ofevidence–based programs and lessons, whichmeet the needs of all students. • All teachers contribute to gathering and analysingdata. • Teachers use data effectively to evaluate studentunderstanding of lesson content. • Assessments are developed/sourced and used






Improvement in schoolperformance is evident across theEffective Teaching Practice, DataSkills and Use and EducationalLeadership elements of theSchool Excellence Framework.

regularly across Stages and year levels and wholeschool, to promote consistent and comparablejudgement of student learning, to monitor studentlearning progress, and to identify skill gaps forimprovement and areas for extension. • The leadership team comprehensively analysesstudent progress and achievement data for insightsinto student learning and discusses results with thewhole staff. • Professional learning in the school emphasisesdeveloping effective instructional leadership,management skills and leadership attributes tofacilitate whole–school improvement and build astrong pipeline of leaders. • The leadership team develops processes tocollaboratively review teaching practices to affirmquality and to challenge and address underperformance. • Teachers proactively seek to improve theirperformance. The school supports collaborativeperformance development and efforts tocontinuously monitor improvement.

Next Steps

Feedback and evaluation has indicated the importance of the following: • Engaging an instructional leader to work across all Stages (K–6) to implement the school's Teacher Development

program, to achieve a more cohesive and targeted approach to leading improvement processes. • Changing structure and make–up of professional development teams/ triads to promote a more teacher–led

collaborative process shared across all teachers – permanent, temporary and casual. • Completing the school's Framework for Collaborative Practice, including protocols for distributed leadership,

instructional leadership, teacher participation, session/meeting format, and ongoing critical evaluation, and rolestatements for Principal and Executive and Lead teachers that reflect the school's distributed leadership model andthe school's focus on instructional leadership.



Partnerships

Purpose

To develop a culture of organisational improvement and collaborative education provision that focuses on strong positivepartnerships within our educational community to sustain a respectful, inclusive, and future focused learning environmentwhere all students connect, succeed, thrive and learn.


The school has employed a range of tools and strategies to consult with school families about school operations andteaching and learning. In 2018, the school consulted with P&C and the school's Parent Focus Group about aspects ofschool operation and teaching and learning, and the improvement processes of the School Plan. In addition, the schoolconsulted with school families about the priorities for teaching and learning, the information that they would like toreceived, and their evaluation of school activities and planning for improvement.

School families and students have responded well to paper–based surveys and direct polling, with over 80% of schoolfamilies responding. On–line surveys have not been as successful, with less than 25% of families responding.Encouraging parents and carers to contribute to school evaluation and planning via personal one–to–one conferencesand parent focus groups has proven to be a successful strategy. While the number involved in any parent groupings hasbeen relatively small, these forums have given opportunity for parents and carers of diverse backgrounds to be involvedand make contributions to school evaluation and planning.

Planning for evaluation as part of annual milestoning has proven to be an effective strategy in gathering meaningfulevidence to inform school planning. Regular touch points with teachers, students and executive has enabled valuableself–assessment that has gauged the impact of the planned activities and given direction to future planning. The schoolis working to create a Consultation Framework that will facilitate effective consultation and collaboration. This will tocontinue to be a focus of school activity in 2019.

Evidence from self–assessment and feedback indicates that positive learning environment is promoting wellbeing andeffective learning for all students. Students are demonstrating clear understanding of the school's core values and itssystem for promoting positive behaviours that support learning. They are able to articulate the school's three values ofRespect, Responsibility and Initiative, and have collaborated with peers and teachers to create clearly definedexpectations for behaviour in the many different settings of learning and school activity.

Teachers are actively involved in developing and monitoring the school's systems for behaviour management andsupport, and the approach to promoting learning and wellbeing. Class teachers have formed the Positive Behaviour forLearning (PBL) team that is responsiible for coordinating behaviour and wellbeing programs. Behaviour data,consultation with students and evaluation surveys shaped the 2018 PBL Action Plan. The PBL team has activelyanalysed behaviour data and designed and implemented lessons to explicitly teach expected behaviours and target theneeds of the students. The team has also produced an information brochure to issue at Induction and Informationsessions. The PBL team has regularly communicated information about the purpose and benefits of school's behaviourmanagement and wellbeing system and practices to school families through the newsletter and assemblies. It hasdrafted signage that will showcase the school's approach to Positive Behaviour for Learning, aimed at promotingconsistent implementation by all members of the school community.

Teaching programs have been refined this year to be more evidence–informed, targeted to teach behaviour expectationsand integrated into learning across the terms. All teachers have designed lessons to develop deep understanding andaddress problematic behaviour trends. Integrated lessons have given students a meaningful context in which to extendand express their understanding. Feedback and evaluation indicates that students and school families increasinglyrecognise that the school expects every student to interact positively with others at school so that all students caneffectively engage in learning and have the opportunity to succeed. Feedback from parents indicate they are appreciativeof the school's systems promoting positive behaviour that supports effective learning for every child, and that they arekeen for information about the school's processes to be communicated to them regularly.





Increased proportion of schoolfamilies participate in consultative

Principal Support Funds:$11,000 for School

80% of school families have responded topaper–based surveys and direct polling.






decision–making and programssupporting student learning.

Administrative Officer 1 daya week

Advertising & Promotion:$600

Culmination Event: Teacherplanning $2,000; Resources$4,500

Operational Funds: PositiveBehaviour for Learning(Wellbeing): ProfessionalLearning $1,650;Resources $2,750(including printing, signage,rewards); Teacher Releasefor Planning & DataEvaluation) $2,000

On–line surveys have not been as successful asother forms of consultation, with less than 25% offamilies responding.

Parent Focus Group has provided a valuable formfor consultation and planning.

P&C has continued to provide a forum forconsultation and evidence–informed decisionmaking.

Support for school activities and events in 2018 wasstrong, with more than 75% of parents regularlyattending school assemblies, presentations andspecial events showcasing of learning.

An increased number of studentsdemonstrate core values andshow positive behaviours foreffective learning, measuredagainst 2017 baseline data.

Operational Funds forPositive Behaviour forLearning and Wellbeing:Professional Learning$1,650; Resources $1,500(including printing, signage,rewards)

National School ChaplaincyProgram: $20,000(Commonwealth funding)

Self assessment and evidence provided forExternal Validation indicated that: • Explicit teaching of the school's core values andthe associated expected behaviours for differentsettings and activities at school is integrated intothe school's curriculum. • Dedicated Positive Behaviour for Learningsessions and topics are scheduled as part of classlearning. • Students and teachers are collaborativelyconstructing behaviour matrices for differentsettings and activities of the school that is building acommon understanding of what is expected, andhow behaviours can shape students' experiencesand the school's learning culture. • Teachers note that the consistent use of thelanguage of respect, responsibility and initiative ishelping to preserve and build students' self–esteemand encourage students to be self–aware and toself–monitor their own behaviour. • Tell Them From Me (TTFM) surveys indicate amuch improved result for percentage of studentsshowing positive behaviours at school for cohorts in2018 compared to 2017 (Year 4 to Year 5; Year 5to Year 6), as does the school's behaviour referraldata (90% of referrals are for minor Tier 1behaviours, an improvement on 2017). • Positive Behaviour for Learning team is in place,and utilises evidence–based processes wheretiered systems build on universal expectations tomeet whole–school and individual needs.

Next Steps

Feedback and evaluation has indicated the importance of the following: • Researching and exploring models of consultation to promote and maintain evidence–informed decision making

and strong partnerships in learning across the school community. • Creating a Consultation Framework for the school that will facilitate effective consultation and collaboration with

parents and carers and ensure the contribution of stakeholders from across the school community into theevaluation of school operations and performance.

• Clearly defining and communicating the indicators of improvement to gauge impact of the School Plan.


• Regularly soliciting and addressing feedback from students, staff and parents about school performance and inparticular from the broader community, and sharing the feedback on change processes to further inform discussionand planning.

• Consulting and networking to enhance the school's process of measuring impact of improvement plans. • Finalising and adopting 2019 Positive Behaviour for Learning Action Plan to drive further improvements in systems

supporting students' learning and wellbeing. • Celebrating the school's systems of Positive Behaviour for Learning and the improvement in learning culture that

has resulted from its implementation. • Setting a framework for consultation with the school community about Positive Behaviour for Learning and

conducting rigorous analysis of feedback and data to inform future planning. • Encouraging parent representatives to be involved as members of the school team responsible for planning and

evaluation the school's systems for behaviour and wellbeing management


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading RAM AboriginalBackground FlexibleFunding: $5,949

Learning support processes have beenimplemented to ensure personalised learningplans are in place for all Aboriginal students.Support staff and teachers assist Aboriginalstudents to address their personal learninggoals, and processes are in place tocommunicate and consult with Aboriginalfamilies to foster productive relationships thatsupport students' learning.

Low level adjustment for disability FTE 0.4RAM Low Level DisabilityFlexible Funding: $15,161

The school's focus on developing rigorousidentification and monitoring practices hasassisted teachers to have access to andutilise a range of evidence when planningtailored support and interventions. The schoolhas identified an increasing percentage ofstudents requiring low level disability supportin recent years. Differentiated teaching andlearning has been vital to engage students inlearning and promote progress for eachindividual. Teachers have been trained andmentored in using assessment data andobservations of learning to plan andimplement programs that maximise learningfor every child. Supervision of teachers andclassroom observations indicate that supportplans are being implemented and that a rangeof strategies are utilised to addresspersonalised learning goals. Supportprograms and use of support resources havebeen reviewed each term, and evidenceinformed decisions were made to effectivelyrespond to and address identified andemerging needs.

Quality Teaching, SuccessfulStudents (QTSS)

FTE 0.255 All teachers have engaged positively with thePerformance and Development process, andidentified and addresses professionaldevelopment goals related directly to schoolpriorities and improvement processes.Targeted professional learning and 'actionlearning' in–situ has been instrumental indriving improvement in specific aspects ofteaching practice. This has contributed to thedevelopment of a cohesive professionallearning community within the school, andacross the network of schools for leaders, thatis having a positive impact on studentoutcomes.

Socio–economic background FTE 0.2

Socio EconomicBackground FlexibleFunding: $17,421

Students from low socio–economicbackground are making expected progress,with continual growth reported for students inQuartile 2 and 3. Student numbers in Quartile1 prevent the reporting of specific data due toprivacy considerations.

Support for beginning teachers Beginning TeacherFunding: $8,720

Beginning teacher has been provided withadditional support as per NSW Department ofEducation policy. Teacher feedback indicatesthat mentoring support and additional releasehas been valuable and productive. Specificsupport regarding the use of data andprogramming for differentiated teaching andlearning have been the focus of training andmentoring, promoting quality teaching with


Support for beginning teachers Beginning TeacherFunding: $8,720

deep knowledge of content and soundunderstanding of what works best in teachingfor improvement.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 78 82 81 72

Girls 57 65 66 60

Student attendance profile

School

Year 2015 2016 2017 2018

K 90.9 95.5 91.9 94.6

1 95.7 91.1 96.8 92.4

2 91.6 92.6 91.6 93.9

3 92.7 95.1 94.2 94.9

4 93.1 92.4 96.3 94.1

5 92.3 94.1 93.1 94.9

6 95.5 92.4 95.3 94.3

All Years 93.2 93.2 94 94.1

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

School information and induction programs clearlyinform parents and caregivers of the expectations forattendance at school, as set out in NSW Department ofEducation and school policies. School programs andpractices encourage regular student attendance andparent awareness of issues related to non–attendance.Information is provided to parents about the benefits ofregular attendance, and the effects of irregularattendance and extended leave on student learning.The school employs procedures for monitoring andrecording attendance in line with NSW Department ofEducation policy, and works closely with families tomanage planned and unforeseen absences andaddress any truancy concerns. Attendance is monitored

regularly by class teachers, the Principal and the HomeSchool Liaison Officer(HSLO). School processesensure unexplained absences and partial absences arepromptly followed up through direct contact and writtenreminders, that planned leave is effectively managed inconsultation with the Principal, and parents are involvedin promoting regular school attendance.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 1

Classroom Teacher(s) 6.01

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.4

Teacher Librarian 0.2

School Administration and SupportStaff

1.78

*Full Time Equivalent

Barham Public School staff are dedicated andcommitted, willingly giving extra time to provideopportunities for students to undertake a wide variety ofextra educational and social opportunities. Threestudent learning support officers and four part–timesupport teachers financed through school funds are notincluded in the Workforce Composition table above.

The Australian Education Regulation 2014 requiresschools to report on Aboriginal composition of theirworkforce. No staff employed at Barham Public Schoolin 2018 identified as being indigenous.

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 16.6


Professional learning and teacher accreditation

The school's professional learning plan reflected theneeds and directions outlined in the school's2018–2020 School Plan. The major learningexperiences undertaken are listed below. • Use of Assessment Data to inform teaching

practice: analysis of NAPLAN and otherstandardised and class assessment data,including ACER PAT, to inform teaching andlearning and whole school planning

• Assessment for Learning: designing andimplementing assessment to inform planning andprogramming of teaching and learning to improveoutcomes of all students

• Positive Behaviour for Learning (PBL): programtraining for team leaders and internal coach, andin–school training for all school staff

• Differentiated Teaching and Learning:programming for personalised learning, anddesign and implementation of targetedinterventions

• Behaviour Management: training in whole–schoolsystems that promote positive behaviour forlearning, and the preparations of associatedbehaviour support planning

• Evaluation Essentials: strategic evaluation andsystematic planning to improve educationalleadership

• Learning Management and Business Reform:training in new systems of student and schooloperations and financial management

• Emergency Care and CPR training • School Panning and Reporting: training in

consultative decision making, evaluative planning,and relevant software

• Supporting students with Autism and otherdisabilities

The school had five casual, temporary or permanentteachers working towards accreditation at the Proficientstages of the Australian Professional Standards forTeachers, and fourteen casual, temporary orpermanent teacher working towards maintenance ofaccreditation.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 246,897

Revenue 1,598,733

Appropriation 1,501,173

Sale of Goods and Services 1,358

Grants and Contributions 93,951

Gain and Loss 0

Other Revenue 0

Investment Income 2,251

Expenses -1,685,067

Recurrent Expenses -1,685,067

Employee Related -1,421,404

Operating Expenses -263,664

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-86,335

Balance Carried Forward 160,562

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

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 1,246,638

Base Per Capita 28,425

Base Location 62,864

Other Base 1,155,349

Equity Total 100,082

Equity Aboriginal 3,741

Equity Socio economic 38,243

Equity Language 1,292

Equity Disability 56,806

Targeted Total 72,974

Other Total 59,391

Grand Total 1,479,086


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.

Students at Barham Public School sat the paper–basedtests in 2018 and will transition to NAPLAN Online in2019.

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.

Literacy

NAPLAN Year 3

Percentage of students in top 2 bands (proficient): • Reading: 26% • Grammar and Punctuation: 47% • Spelling: 27% • Writing: 27%

NAPLAN Year 5

Percentage of students in top 2 bands (proficient): • Reading: 50% • Grammar and Punctuation: 35% • Spelling: 21% • Writing: 7%

Band 1 2 3 4 5 6

Percentage of students 0.0 13.3 20.0 20.0 20.0 26.7

School avg 2016-2018 3.6 8.9 10.7 17.9 26.8 32.1


Band 1 2 3 4 5 6


School avg 2016-2018 3.6 5.4 19.6 23.2 21.4 26.8

Band 1 2 3 4 5 6


School avg 2016-2018 5.4 7.1 10.7 32.1 25 19.6

Band 1 2 3 4 5 6


School avg 2016-2018 1.8 5.4 10.7 37.5 37.5 7.1


Band 3 4 5 6 7 8


School avg 2016-2018 4.4 17.6 14.7 33.8 14.7 14.7

Band 3 4 5 6 7 8


School avg 2016-2018 4.4 10.3 22.1 26.5 22.1 14.7

Band 3 4 5 6 7 8


School avg 2016-2018 2.9 8.8 19.1 41.2 19.1 8.8


Band 3 4 5 6 7 8


School avg 2016-2018 1.5 19.1 36.8 35.3 5.9 1.5

Numeracy

NAPLAN Year 3

Percentage of students in top 2 bands (proficient):

Numeracy: 27%

NAPLAN Year 5

Percentage of students in top 2 bands (proficient):

Numeracy: 20%

Band 1 2 3 4 5 6


School avg 2016-2018 3.6 3.6 19.6 28.6 25 19.6

Band 3 4 5 6 7 8


School avg 2016-2018 4.3 14.5 23.2 34.8 17.4 5.8

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

In accordance with the Premier's Priorities of improvingthe percentage of students who achieve proficiency(achieving in the top two bands in NAPLAN) inReading and Numeracy, Barham Public School had anaverage of 30.51% students achieving proficiency inthese areas in 2018, which was down on the previousyear's result of 42.86%. The trend of improvement upuntil 2018 was positive with an improvement from32.91% in 2015 to 42.86% in 2017. Year 3 results in2018 were lower than has been achieved over previousthe years. The Year 5 result showed a positiveimprovement trend in Reading, Writing and Numeracy,with results close to or above the state average.

Student growth – Year 5

Percentage of students who achieved 'at or greaterthan expected growth': • Reading: 75% (above State and SSSG) • Spelling: 50% • Grammar & Punctuation: 41.7% • Writing: 67% (above State and SSSG) • Numeracy: 53.8%


Parent/caregiver, student, teachersatisfaction

Student Satisfaction

Students in Years 4, 5 and 6 completed two surveysthroughout the year to gauge student engagement.Research by The Learning Bar, provided as part of theTell Them From Me Student surveys, found that therewere considerable differences amongst schools instudents' level of engagement and sense of wellbeingand that there were factors of significance contributingto this.

2018 Student Survey results were compared to 2017and the results in areas of student wellbeing andstudent outcomes were used to inform decision making.

In the areas of social emotional outcomes, the followingpositive results were recorded: • Sense of belonging: up 6% • Positive Behaviours at school: up 10% • Interest and Motivation: up 11%

Survey responses about the drivers of studentsoutcomes were positive across all areas. Responses toquestions about Effective Learning Time, Relevanceand Rigour indicated that students are increasinglysatisfied with teaching. Positive Relationships,Expectations for Success, Positive Teacher–StudentRelationships and Advocacy at School are all trendingupward, with students indicating increasingly positiveresponses to questions about these factors.. Researchindicates that these factors are important contributors tothe level of student engage and sense of wellbeing atschool, and hence the results have been givensignificant consideration in school planning forimprovement in teaching and learning culture, studentengagement and student wellbeing.

Teacher Satisfaction

Teachers completed the Tell Them From Me Teachersurvey, a self–assessment tool for teachers andschools. The results of the eight drivers of StudentLearning are provided, with the scores for the Likertformat questions (i.e. strongly agree to stronglydisagree) converted to a 10 point scale, then averagedand reported by question and topic. A score of 0indicates strong disagreement and 10 indicates strongagreement, and 5 is a neutral position (neither agree ordisagree). The average scores on a ten–point scale foreach factor for Barham Public School compared withNSW Government norms is as follows: • Leadership: Barham PS 7.1, NSW Government

Norm: 7.1 • Collaboration: Barham PS 7.2, NSW Government

Norm: 7.8 • Learning Culture: Barham PS 7.4, NSW

Government Norm: 8.0 • Data Informs Practice: Barham PS 7.6, NSW

Government Norm: 7.8 • Teaching Strategies: Barham PS 7.2, NSW

Government Norm: 7.9 • Technology: Barham PS 5.3, NSW Government

Norm: 6.7 • Inclusive School: Barham PS 7.8, NSW

Government Norm: 8.2 • Parent Involvement: Barham PS 6.2, NSW

Government Norm: 6.8Teacher responses indicated a growing satisfactionwith leadership, collaboration, data informed practice,teaching strategies and learning culture, and thepositive impact improvements in these areas is havingon student outcomes. Technology and parentinvolvement are seen as areas that the school cancontinue to address and improve.

Survey responses to questions about the Dimension ofClassroom and School Practices indicated that acontinued focus on challenging and visible goals andquality feedback would improve the effectiveness ofteaching and learning in 2019.

Parent Satisfaction

Parents surveyed indicated high levels of satisfactionwith: • feeling welcome at the school • being able to easily speak with their child's

teachers • being well informed about school activities • being able to easily speak with the school's

principal • having their concerned listened to • information from the school being provided in

clear, plain language • school administrative staff and the help they

provide to school families • the fact that their children feeling safe and happy

at school • the school's efforts to proactively manage student

interactions and promote clear anti–bullyingmessages

• teachers having high expectations for their childto succeed

• teachers encouraging students to do their best • teachers taking into account students' needs,

abilities and interests • teachers expecting their child to pay attention and

work hard • students having clear understanding of the rules

for school behaviour • the time given by the school and teachers to extra

curricula activities • being informed promptly about behaviour of their

children at school (negative and positive) • being informed about their child's progress in

school subjects • the way the school communicates via a range of

methods, including email, website, Facebook andschool newsletters

• school's approach to helping students who needextra support

• school's approach to developing positivefriendships.


Policy requirements

Aboriginal education

The school encourages students to recognise andrespect cultural identity and diversity. Focused learningin English, History and Geography and Creative Arts in2018 highlighted Aboriginal history and culture, andencouraged students to value and respect the traditionsand contributions to Australian society of Aboriginalpeople. Barham Public School received funding forstudents from Aboriginal backgrounds in 2018. TheSchool Plan focussed on providing tailored learningprograms devised in consultation with parents andcaregivers, incorporating appropriate adjustments tomeeting individual learning needs. Teachers wereprovided with mentoring and additional planning time toensure these personalised plans and pathways forfuture success were in place, and learning supportprocesses ensured regular review in consultation withteachers, and students and their families. All Aboriginalstudents were monitored using syllabus outcomes andprogressions of learning in literacy and numeracy, andachieved learning growth against their personallearning goals. Social and emotional wellbeing was alsoclosely monitored to ensure Aboriginal studentsparticipated confidently in learning and in schoolactivities. Further support will continue for Aboriginalstudents in 2019 with targeted intervention andwellbeing programs being delivered as part of classprograms, and by learning support officers and supportteachers where needed.

Multicultural and anti-racism education

The school's learning programs foster students'understandings of culture, cultural diversity, racism andactive citizenship within a democratic, multiculturalsociety. Teachers participated in professional learningand included strategies for embedding multicultural andanti–racism education into their teaching and learningprograms. Teaching and learning programsincorporated learning about different cultures andglobal connections, with community members andvisiting experts engaged to enhance students' learning.The school's core values of Respect, Responsibility andInitiative apply to all interactions at school, and fosteran inclusive and respectful learning environment. Ateaching staff member has been trained in theanti–racism procedures. This staff member is availableat all times to assist with issues that may arise, andprovide training and development for others.


2018 barham public school annual report - amazon s3...barham public school is a p1 school with a...

Documents