2018 broken hill north public school annual report · 2019-05-22 · introduction the annual report...

Broken Hill North Public SchoolAnnual Report

2018

1371

Printed on: 22 May, 2019 of 20 Broken Hill North Public School 1371 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Broken Hill North Public school as an account of theschool's operations 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.

Brett Cumming

Principal

School contact details

Broken Hill North Public SchoolChapple StBroken Hill, 2880www.brokenhiln-p.schools.nsw.edu.aubrokenhiln-p.school@det.nsw.edu.au08 8088 2098


School background

School vision statement

We are an inclusive school community, committed to the learning and wellbeing needs of our students with an ongoingfocus on improvement.

School context

Our school community is committed to providing our students with a broad education, offering a variety of educationalprograms to ensure that each child reaches their potential, takes the individual needs of students into account, and holdsstaff and students to high standards. Each child is encouraged to take pride in their own culture while appreciating theculture of others.

The school is located in the Broken Hill Group of Schools in the Far West of NSW. It is classified as a P2 withapproximately 265 students, which includes; 5 support classes, 9 mainstream classes and 33% Aboriginal enrolment.Our school's Family Occupation& Education Index (FOEI) of 159, which is significantly higher than the average of 100,reflects our school's socio–economic status.

Our school is underpinned by the Raise Responsibility System which reflects our core values in the school expectationsof:

• Be Safe • Do Your Best • Be Respectful • Be Responsible and • School is for Learning

Our school is involved in the Early Action for Success initiative which focuses on K–2 literacy and numeracy support forteacher professional learning and improving student outcomes.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school'sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated –

Executive Summary

School Context

Our school community is committed to providing our students with a broad education, offering a variety of educationalprograms to ensure that each child reaches their potential with individual student needs taken into account. It isanticipated that staff and students will have high expectations of themselves and others and achieve a high standard intheir pursuit of learning. Each child is encouraged to take pride in their own heritage while appreciating the culture ofothers.

The school is located in the Broken Hill Group of Schools in the Far West of NSW. It is classified as a P2 withapproximately 273 students (7/8/18), which includes; five support classes, nine mainstream classes and 36% Aboriginalenrolment. Our school's Family Occupation & Education Index (FOEI) of 159, which is significantly higher than theaverage of 100, reflects our school's socio–economic status.

Our school is underpinned by the Raise Responsibility System which reflects our core values in the school expectationsof:


• Be Safe • Do Your Best • Be Respectful • Be Responsible and • School is for Learning

Our school is involved in the Early Action for Success initiative which focuses on K–2 literacy and numeracysupport for teacher professional learning and improving student outcomes. We have extended this initiative,through equity funding, into Years 3 – 6 given the success we have experienced in the junior years.

On 16th October 2018 our school will participate in external validation. In preparation for this meeting, the requiredbody of evidence has been prepared, reviewed and annotated. The Executive Summary synthesises the annotatedinformation provided in the body of evidence.

Learning

The results of this process indicated that in the School Excellence Framework domain of Learning: Sustainingand Growing.

Our school decided to continue our long term commitment to the professional development opportunity calledHigher Order Ways to Learn (HOW2Learn). This professional learning has had a significant impact in both thelearning and teaching domains but with different emphasis. In the domain of Learning, HOW2Learn has continuedto provide teachers and students with a common language and approach to learning, built on evidence–based bestpractices. A scope and sequence was developed by the HOW2Learn team to strategically embed the dispositionsand habits of effective learning, with the main targets being self–regulation, managing distractions andresponsibility. Our latest learning in Phase 2 Module 1 focussed on 'How the brain learns' and involved learningabout how different parts of the brain work to support learning and memory.

The program supports students to take risks in their learning. Learning power awards were developed tocomplement our merit card system in weekly assembly acknowledgements and also are now reflected in our endof year student reports. A considered decision was reached to consolidate and slow the delivery to ensure thedispositions and habits were solidly embedded.

Teaching

The results of this process indicated that in the School Excellence Framework domain of Teaching: Sustainingand Growing.

HOW2Learn has focused, and challenged our teachers to identify and understand what effective classroompractice is. All members of our teaching staff are participating in this professional learning. School learning supportofficers (SLSOs) have also been included in training of growth mindset, the learning pit and the 'power of yet'during school development days. While achieving course deliverables, teachers are being supported throughfortnightly team meetings to engage in professional dialogue, sharing and reflecting of their progress and impactseen in the learning environment.

Another important focus in the domain of Teaching has been to grow collaborative practice with staff members.This year we have funded 0.2 FTE K–2 Instructional Leader, a Yr 3–6 Instructional Leader and a K–2 and Yr 3–6Interventionist. These positions were established through equity funds and resulted from improvement in K–2 dataanalysis of our teaching and learning programs and processes. Weekly timetables focusing on quality teaching andlearning stemming from data analysis were established. Fortnightly stage team meetings continue to provide staffopportunities to engage in professional dialogue in relation to planning, teaching and growing as a collaborativelearning team. It is now evident that our staff have an increasing knowledge of data analysis, particularly PLAN andnow PLAN2 data, to inform decision–making. The growth of effective teaching practice through classroomobservations, reflections and feedback, and the development of expertise in vital literacy and numeracy programs,all highlight a teaching culture that is moving student learning to a future focused pedagogy. Importantly, all staffare developing evidence–based practice through their reflections and evaluations of their daily teaching.

As a result of this self–assessment process it is apparent that our school will need to review and evaluate ourschool's curriculum policies regarding their currency, effectiveness and if they reflect HOW2Learn.

Leading

The results of this process indicated that in the School Excellence Framework domain of Leading: Sustaining andGrowing.


In the domain of Leading, our priorities have been to continue to support and progress leadership andmanagement practices and processes. Executive and teaching staff have an additional hour release from face toface teaching to engage in professional dialogue focusing on the realities of their classrooms. Instructional leadersprovide direction and support for lesson demonstrations, observations, feedback, planning, data analysis andconsistency in teacher judgement. Every staff member is encouraged to pursue leadership opportunities within ourschool and the broader educational environment. All executive staff and aspiring leaders have the responsibility tomanage projects within our school plan through the milestone process. This approach enables leadershipopportunities and capacity building to enhance our school's pursuit of excellence. The leadership team has beensuccessful in leading the initiatives outlined in this folio, and building the capabilities of staff to create a dynamicschool learning culture. Fortnightly leadership meetings between executive staff and the Principal enableprofessional dialogue that focus on our core business and improving the teaching and learning of all at our school.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

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


Strategic Direction 1

Our Wellbeing

Purpose

To ensure students, staff and families connect, succeed and thrive at our school.

Overall summary of progress

Wellbeing – Learning

At Broken Hill North Public School there is a planned and strategic approach to whole school expectations and avalues focus which is broadly and deeply understood by students, staff and families. We take great pride in caring forstudents by catering for the whole student enabling them to connect, succeed and thrive. For the past 7 years weeklyaudits of students' behaviour, attitude, effort and attendance have been collected through school–based processes.This information feeds into our learning and support processes and guides us to focus on where students are andwhat we need to do next to cater for their individual learning needs. Our greatest achievement is being able to hostexternal providers and agencies in support of our students' needs through the onsite Health Hub. Services include OT,speech, audiology and social work. Our Raise Responsibility System is embedded in our school culture based on highexpectations and is seeing an increasing trend of students achieving Gold Level by the end of Term 3 over the past 4years, indicating greater engagement in classroom learning. At our school our staff understand "It takes a village toraise a child" and consistently reflect that philosophy.

The Learning and Support Team (L&ST) support teaching, learning and wellbeing. Individual Education Plans (IEPs),developed in consultation with families and other services, supporting students to access learning.

Attendance is valued, tracked and shared at a student, class and school level. Expectations are communicated to ourcommunity on a regular basis through the weekly snapshot in the school newsletter and weekly assembly. Strategies,such as Personalised Attendance Plans, are developed in consultation with parents, and put in place to supportstudents who present with attendance concerns.Transition programs are in place to support our families to meet the challenges of change. We support successfultransitions through strong collaborations with parents and other schools and services for all students at all transitionpoints – Pre–school to Kindergarten, Year 2 to Year 3 and Year 6 to Year 7. We recognise that for some students, eachnew school year brings its own challenges and those vulnerable students are supported through additional activitiesincluding social stories, classroom visits and staff observations of the students.

Analysis of Impact: Our evidence demonstrates that the staff and community recognise that student wellbeing andengagement are important conditions for learning. The community is supportive of the ongoing relationships and serviceswith external agencies. A whole school approach to wellbeing is at the forefront of our school. Our school endeavours tocollect and analyse data to monitor and refine our whole school approach.

PLPs are developed in consultation with staff, students and parents for our aboriginal students. IEPs and PLSPs are alsodeveloped for those students with extra learning needs, reflecting the collaborative learning culture of our schoolsupporting our students' individual learning needs. Over time, parent/teacher relationships have grown through thisprocess and have had a positive impact on student learning, achievement and engagement.

At BHNPS attendance is highly valued. Our evidence demonstrates regular attendance has a positive impact on studentlearning. Attendance procedures are shared with families so they are aware of the expectations. We have developedstrategies to encourage students to attend school and continue to explore options to support our poor attending students.

Wellbeing – Leading

Broken Hill North Public School has a clear process focusing on continued improvement for its Learning and SupportTeam to follow. Learning and support procedures are regularly reviewed by the leadership team and adapted to ensurecontinuous improvement for student learning and wellbeing. Our centralised technology system Sentral, incombination with individual student files in our NCCD folder, are used to streamline practices and provide ongoing datatracking. There is a clear focus on student progress and achievement with high expectations for all students.

BHNPS continues to build positive and respectful relationships with the broader community and external providers tosupport the learning needs of students, with services regularly accessing our facilities to support students. These


services include NOVITA, CAHMS, Maari Ma and Centacare. Our partnership with the University Department of RuralHealth (UDRH) has been instrumental in the provision of services available for our students and families. Speechtherapy, occupational therapy, audiology and a Primary Health Care Registered Nurse program are all ongoing servicesin place at our school. Our longstanding partnership with Rainbow mobile Pre–School using our facilities has builtrelationships with families of students who later attend BHNPS.

Our school is regularly engaged with the wider community to benefit all parties. Our school and students are oftenrequested to support various community events including the annual Toy Run, choirs singing at public events andnursing homes.

Through the use of equity funds, our school invests heavily to enable instructional leadership, interventionists andSLSOs to support student outcomes across the school.

In our school, through PDP development, all teachers and SLSOs are demonstrating personal responsibility forimproving their strategies for increasing student outcomes. This has been supported through Instructional Leader teachermentor sessions and SLSO Professional learning sessions K–6.

The school has made choices to support the administrative systems and processes through a variety of regularroutine practices including Sentral, staff weekly update and staffroom noticeboard. Financial management and staffdeployment are focused on achieving maximum support for individual students, families and our school community. Thisis through funding Instructional Leader 3–6, Interventionists K–6, Home School Coordinator and SLSOs for everymainstream class.

Analysis of Impact: Our commitment to students is well supported by administrative processes and practices across theschool. The executive team, through stage team meetings ensure students are referred to the learning and support teamfor appropriate support. Effective use of school resources and facilities, as well as support from outside agencies,ensures that we are identifying, addressing and meeting the diverse needs of our students and community. BHNPSsupports individual learning through the effective use of school, system and community expertise and resources throughcontextual decision making and planning.

Our partnership with Rainbow Pre–School has resulted in much improved transition processes through the ongoingreview and evaluation of the program. The relationships built over time have resulted in informed choices and placementfor students beginning school.

Our evidence reflects our school's instructional leadership is building a culture of high expectations, ongoingimprovement and learning for all.

Instructional leaders have purposeful leadership roles based on their professional expertise, enriching whole staffunderstanding on how to improve the learning in classrooms for our students. Through their leadership, teachers haveincreased their pedagogical knowledge and demonstrated improvement in their classroom practices.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improved attendance patterns forall students.

Home school coordinator –Socio–economic funding =

$60 663

Staffing AEO = $67 042

Ab Ed SLSO – Flexiblefunding = $44 000

Unfortunately, our overall attendance rate slippedbelow 90% this year from 90.4% in 2017. despiteour endeavours we have a significant minority whoare chronic non–attenders and struggle to engagewith school due to family and life circumstances. In2019 attendance is a designated priority of focus forus and will be led by one of our assistant principals.

Increasing percentage ofstudents achieving Gold Level bythe end of Term 3.

In 2015 61.8% of students achieved Gold by theend of term 3, 2016 increased to 62.7% and 2017another increase to 71.4%. Pleasing to note our2018 had grown to 77%

Increased access to the healthhub for all students.

Our partnerships with University Department ofRural Health and their speech and occupationaltherapy programs, coupled with greater connectionswith outside agencies, has resulted in a significantincrease in the number of our students accessinghealth, social and emotional support through thehealth hub.


Next Steps

Ensure that our administrative practices and systems effectively monitor, support and improve student attendance.

Investigate and analyse staff feedback regarding the school's administrative practices to ensure their effectiveness.



Quality Teaching

Purpose

To deliver consistent, high–standard educational practices across the school acknowledging student wellbeing andplacing learning at the core. Our staff will deliver quality education.


Action for Success

Use of student assessment data enables teachers to identify student achievement and progress to reflect on theirteaching effectiveness and inform future direction.

All teachers and support staff complete a Performance Development Plan (PDP) that must be linked to theprofessional standards and the school improvement plan. Executive staff and principal align their PDP withPrincipal/Leadership standards.

Professional learning is provided and is differentiated through staff meetings, team meetings and Instructional Leadermentor meetings that all link to the Australian Professional Standards. This helps teachers to become proficient inexplicit teaching to meet the needs of their students in our context. Targeted professional learning is aligned to theschool plan and its impact is evaluated regularly. Coaching and mentoring, additional release and inductions are inplace to improve the professional knowledge of beginning and newly appointed teachers.

The role of the Instructional Leader ensures weekly mentoring and collaboration times for all staff to occur that allowsfor co–planning, co–teaching and co–assessing across stage. This then leads to reflection on, and improvement of theirteaching in literacy and numeracy. Our school analyses and uses data to inform practice which is led by ourinstructional leaders in their mentoring and coaching of classroom teachers.

There is a school–wide approach to behaviour management through Raised Responsibility System (RRS) in alllearning environments to provide consistent management strategies to promote school engagement and responsibilityto learning. This has been complemented and reinforced by our HOW2Learn journey.

Informal and formal feedback opportunities are provided for teachers to support their teaching and learning programs ina collaborative environment as well as observations of classroom practice.

Our school has identified expertise within our staff to support innovative practices within our school as well as otherschools in the Broken Hill network of schools – L3 Lead Trainer, TEN facilitator, HOW2Learn Lead Trainer.

Analysis of Impact: The systems and processes implemented at BHNPS have built teacher capacity through the use ofdata and allowed us to focus on the improvement of student outcomes by improving teacher practice. This is achievedthrough the mentoring and coaching and analysis of data where teachers reflect on their practice with alignment ofstudent progress to identify best practice.

Through the interventionist program we are able to have targeted support for small groups or individual students toaddress skill gaps and areas for extension.

The professional learning through dialogue, analysis of student performance and demonstration has resulted in ourteachers being far more informed and better able to cater for the specific needs of their students.

Higher Order Ways To Learn – HOW2Learn

At BHNPS, HOW2Learn professional learning has developed a consistent approach to effective classroom practiceacross the school. The growth–minded language used to plan and deliver lessons has impacted upon both classroomand playground environments, challenging staff and students to stretch themselves outside their comfort zones.

Deliverables have required staff to explicitly teach the habits and dispositions of future focused learners, which has alsochallenged staff to evaluate the effectiveness of their feedback to students and modify their practice.

Teachers have identified HOW2Learn goals in their Performance and Development Plans (PDPs). They are thensupported through deliberately embedded collaboration opportunities to share and reflect upon their learning journey


and deliverables at stage meetings and whole school staff meetings.

Documents and units have been collaboratively designed by school teams to develop a coherent program ofsystematic lessons that ensure students demonstrate growth in all areas of their learning.

Analysis of Impact: Our HOW2Learn journey has supported students to take responsibility for their learning andresulted in improved student engagement.

Staff have improved their effectiveness when evaluating feedback to students and modified their practice to providecontinuous improvement for all students, Accommodations and adjustments are made across a full range of abilities tosuit the individual learning needs of all students.

It has also enabled students to acknowledge the struggle and effort involved when exposed to new learning. This has inturn positively improved classroom management and resulted in Class Learning Plans collaboratively designed bystudents and their teacher, replacing Classroom Management Plans.





An improvement in consistency ofteacher judgement for literacyand numeracy progressions.

Staff consistently use the syllabusand progressions to plan theirteaching and learning programs.

Socio–economic funding–$156 548

Data shows that not all students have a full profileyet in Creating Texts and Quantifying Number.Some teachers have entered data across morethan the 2 prescribed sub–elements. Data is nowbeing used to inform interventions for 2019.

Increased use of evidence basedpractices by all teachers..

Evidence based teachingpractices are apparent within allclassrooms.

Beginning teachers – $40579

Staff discussions indicate that they have a goodunderstanding of Phase 2 Module 1. Teacherscontinue to incorporate HOW2Learn during theirclassroom lessons. Teachers rate their ownunderstanding and classroom implementation asvariable depending upon daily classroomoccurrences.

Next Steps

Deepening our understanding and use of the National Literacy and Numeracy Progressions and PLAN2 to support thelearning and teaching cycle.

Continue to implement HOW2Learn modules, achieve deliverables and reflect on practice and impact.



Visible Learning

Purpose

To improve learning experiences and outcomes for all.


Action for Success

Broken Hill North Public School has been an Early Action for Success (EAfS) school since 2012. Our K–2 classesimplement Language, Learning and Literature (L3) to assist in catering for individual learning needs. The literacyand numeracy learning intentions for each class utilise the Literacy and Numeracy Progressions as a guide formonitoring and tracking student growth. Action for Success (A4S) is a school funded initiative and builds upon qualityteaching strategies across years 3–6.

Teachers use a variety of assessment strategies, both formative and summative, to collect information regardingstudent growth to inform teaching, learning and reporting.. These include Literacy and Numeracy Progressions,observations, collections of student work samples, NAPLAN, Best Start Kinder, L3 guided reading level texts, runningrecords, SENA and diagnostic tests. This external and internal data collection, in conjunction with syllabusdocuments, informs reporting at whole school, stage, year and individual student level. Through NAPLAN and valueadded trends the monitoring of student learning has informed school decisions.

The whole school monitoring of student learning through data analysis by Instructional Leaders supports teachers tobuild their capacity and knowledge to help students to achieve individual learning outcomes.

Curriculum provision and evidence based teaching practices support high expectations for learning and areevident throughout our school. Explicit teaching and differentiation are embedded in classroom practice andsupported through instructional leadership K–6.

Learning intentions and success criteria are beginning to become a more embedded practice within our school.

SLSO provision assists us to facilitate the personalisation of each student's learning as well as help to implement IEPs,PLSPs and PLPs.

The school provides information to families through parent interviews and twice yearly written progress reports.Opportunities for informal discussions throughout the year are also available as required or requested.

Analysis of Impact: Student data is effectively used to track and monitor student progress. It was also used to informschool decisions to embrace instructional leadership K–6. As an EAfS school, we monitored all students K–6 throughPLAN and are now profiling a growing number of targeted students on specific aspects of literacy and numeracy onPLAN2. The new Literacy and Numeracy Progressions will be used to track student progress. A whole schoolassessment schedule needs to be developed to include both formative and summative assessment.

After analysis of internal and external data indicating areas of need, as a proportion of students were not reachingnational minimum standard, targeted interventions were implemented and monitored across the school. A focus onwriting skills was an area also identified through data analysis as an area for whole school improvement.

The impact on improved quality teaching, data collecting and analysis, differentiating within the curriculum can beattributed to the instructional leader positions/intervention programs made possible through the EAfS program and equityfunding.

Higher Order Ways To Learn – HOW2Learn

At Broken Hill North Public School (BHNPS) there is a demonstrated commitment through our professional learninginvolving a whole school journey embracing the Higher Order Ways to Learn (HOW2Learn). This evidence–basedpedagogy has been in place since 2015. This strategy has allowed our school to focus on what matters most – learning.Learning for life is our main goal. The fundamental beliefs underpinning this strategy are:

• creating a powerful culture of learning; • learning about learners – challenging beliefs and perceptions of intelligence and learning;


• habits worth developing – empowering all learners with the language, habits and dispositions that promotesuccessful learning and

• practices that accelerate learning for all.

Our school has high expectations with teachers and student learning it is okay to make mistakes and every challengeis an opportunity to learn and build upon. To acknowledge the change in our learning culture our reporting to parentsand feedback to students had to evolve to reflect the new learning dispositions.

The evidence samples depict our commitment to making learning the work in our classrooms. Regular stage teammeetings ensure the HOW2Learn journey continues and enables teachers to gain feedback from each other and sharetheir progress, and the progress of their students.

Our students are supported to take more and more responsibility for their learning and build realistic goals forthemselves. Through the adoption of learning habits and dispositions, they are becoming more resilient learners.

Our HOW2Learn scope and sequence supports the continuity for teachers and students as they continue their learningjourney at North.

Analysis of Impact: Staff and students have a clear understanding of HOW2Learn. The common language andenvironment that is evident throughout the school is now supporting students and teachers to embrace learningopportunities. Students are now able to develop their own goals and are more willing to take risks with their learning.There is a school–wide commitment to learning that all students and staff will progress and achieve, in the pursuit ofexcellence.

Our whole school community is aware of our HOW2Learn journey and is beginning to use the language and support theirchildren to transfer these habits to all situations.





We can see evidence of growth instudents against the progressionsacross K–6.

Student profiles indicateindividual growth within theprogressions K–6.

Socio–economicbackground – $156 548

Teachers, through ongoing training in the literacyand numeracy progressions have built a workingunderstanding of this new approach topersonalising learning for students. We haverealised, through this new learning, that theimprovement measures using progression data arevery different to continuum data and will needrevisiting in 2019

Maintain an effect size growth of1.0 or above in Year 5 NAPLANliteracy and numeracy.

Early Action for Success–0.8 staffing InstructionalLeader = $127 418

Analysis of our 2018 NAPLAN results using JohnHattie's effect size tool revealed extremely pleasinggrowth for our matched Year 5 students. JohnHattie's research suggest for each year of schoolinga student should grow 0.4 in one year of schoolingand 0.67 over two years. When we compared our2018 NAPLAN results to two years earlier we foundthe following results:

Our Year 5 average growth in Literacy – Reading =1.06,Writing = 1.15, Spelling = 1.46 and Grammarand Punctuation = 0.86

Our Year 5 average growth in Numeracy –Numbers, patterns & Algebra = 2.275. We areextremely proud of our students' growth in literacyand numeracy overall. Obviously, our teaching andlearning programs are having a positive effect onour students' outcomes.

Every student has individuallearning goals and articulates thesteps to achieve it.

Low level adjustment fordisability – $49 400

Staff are identifying where students are up to onprogressions / syllabus outcomes to determineteaching directions before developing andimplementing goals with students. This will continueto be a focus for our school in 2019.


Next Steps

Whole school assessment schedule developed to include both formative and summative assessment.

Continue to undertake professional learning in HOW2Learn.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading 1.0 staffing = $67 042

Flexible = $55 712

The flexible funding was utilised to employ anIndigenous School Learning Support Officerto support teachers and students in targetedliteracy and numeracy programs. She wasalso a significant contributor to Aboriginalcultural events throughout the year. Theschool is supporting her training to become ateacher.

Low level adjustment for disability 1.2 staffing = $124 936

Flexible = $49 401

The flexible funding was used to employschool learning support officers to provideassistance to students in targeted literacy andnumeracy programs. Professional learning forstaff to deepen their knowledge ofdifferentiating curriculum to address students'needs was beneficial. Staff are far better ableto plan and cater for students' needs.

Quality Teaching, SuccessfulStudents (QTSS)

0.507 staffing = $52 785 This staffing entitlement was utilised toenable executive staff to support teacherswith their professional learning throughmentoring and coaching processes. Primarilyit was delivered through the instructionalleaders and executive staff on their additionalrelease from face to face teaching days.

Socio–economic background 0.3 staffing = $31 234

Flexible $435 455

The use of flexible funding to employ teachingand non–teaching staff to better support ourteachers' performance and development andimpact on student outcomes has resulted inpleasing progress. Our staff have increasedtheir knowledge and capacity to useassessment data to inform their teaching andlearning programs and able to work closelywith SLSOs to design targeted support andenrichment programs to meet student needs.Funding a home–school coordinator hasassisted greatly in our connection with ourfamilies and community.

Support for beginning teachers Flexible = $13 786 The funding support for beginning teachersallowed us to put support structures in placeto guide and mentor our most inexperiencedteachers, both permanent and temporary.Primarily, this was delivered throughadditional time off class to work closely withsupervisors and mentors focusing on theirneeds and planning targeted teaching andlearning programs.

EA4S 0.8 staffing InstructionalLeader = $127 418

Early Action for Success (EAfS) Phase 2 aimsto improve students' literacy and numeracyskills through a targeted approach in the earlyyears of schooling. EAfS Phase 2 is part ofthe department's implementation of the NSWLiteracy and Numeracy Strategy 2017–2020.Broken Hill North Public School is part of thisstrategy which has continued from Phase 12012–2016.

In 2018 our focus has moved towards; •the new literacy and numeracy progressionsas a tool for monitoring the learning ofindividual students as well as tracking classand year cohorts.


EA4S 0.8 staffing InstructionalLeader = $127 418

•identifying and supporting teacherprofessional learning needs to assist studentsin their literacy and numeracy learning. •catering for individual needs throughidentifying differentiated teaching and tieredintervention strategies based on the analysisof student learning needs, and •building a collaborative learning culture todevelop teacher capacity acrossKindergarten, Year 1 and Year 2 andcontinuing this into Years 3 to 6 through closecollaboration with the Instructional Leader3–6.

We have continued training and supportingour K–2 teachers in Language, Learning andLiteracy (L3) a quality teaching program thataims to improve our students' outcomes inliteracy learning. In numeracy we haveexplored 'Number Talks' and 'MathsInvestigations' to build the conceptualunderstanding of our students. We havebegun to use the literacy and numeracyprogressions to build our knowledge of howstudents learn and monitor theirachievements. The Instructional Leader K–2has worked with collaboration with the schoolprincipal and school executive to monitor theimpact of our teaching practice on literacy andnumeracy learning and through the school'sresources of establishing an InstructionalLeader 3–6 we are extending this K–6.

.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 145 140 128 138

Girls 122 114 121 114

Student attendance profile

School

Year 2015 2016 2017 2018

K 87.6 91.6 92 91.4

1 87.4 89.3 89.4 90.7

2 91.4 90.4 88.6 87.1

3 91 88.4 91.8 90.3

4 94.2 89.1 90.8 88.2

5 91.7 90.1 89.8 88.6

6 91.9 91.9 89.5 86

All Years 90.3 90.1 90.4 89

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

Chronic non–attendance at school places a student atsignificant risk of harm according to the Keeping ThemSafe legislation and must be referred to the Family andCommunity Services by the Principal. In 2018, BrokenHill North Public School was involved in externalvalidation and as a result School Attendance is one ofour key priorities for targeted focus in 2019. .As afollow up to initiatives started in 2014, each class'attendance rate is published in our weekly newsletterand is also acknowledged at our weekly whole schoolassembly.

Attendance is an agenda item at each learning andsupport team meeting and each stage team meetingThe learning and support team though executive team

leadership continued to work together with families toaddress issues with non–attendance, following schooland departmental policies. The Home School LiaisonOfficer conducted roll checks each term and develops aschool attendance report to assist the school inidentifying any chronic non–attenders and supportedthe school in future planning for them. The HomeSchool Liaison Officer, Home School Coordinator andAboriginal Community Liaison Officer work closely withthe school and families to support them in improvingand maintaining school attendance.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 13.16

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.2

Teacher Librarian 0.6

School Administration and SupportStaff

8.12

*Full Time Equivalent

The Australian Education Regulation, 2018 requiresschools to report on Aboriginal composition of theirworkforce.

At Broken Hill North Public School we have twoIndigenous staff members. Mrs Carol Kickett is ourAboriginal Education Officer and Miss ShelbyMcInerney is a School Learning Support Officeremployed on a temporary contract.

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 8

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Broken Hill North Public School staff in2018. Utilising the ongoing funding model and research


supporting teacher quality being the single largestindicator of student success, this was a focus area forus. This prompted our ongoing focus and involvementin HOW2Learn and its strength being its evidencebase, its ongoing nature and its focus on what teachersand students do in classrooms. The bulk of ourprofessional learning focussed on delivering theHOW2Learn modules and embedding this learning intoclassrooms.

Another area of new learning for staff came about withthe release of progressions for literacy and numeracy.Whilst we have made a concerted start with this it willbe an area of ongoing focus for our staff in 2019.

Additionally, the ongoing commitment to training anddevelopment in L3 and Best Start for our K–2 staffcontinued.

Two of our temporary teachers, Anna Harper and BrockDewberry completed their initial accreditation atproficient level against the seven standards.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 618,139

Revenue 4,088,862

Appropriation 4,015,482

Sale of Goods and Services 43,718

Grants and Contributions 27,240

Gain and Loss 0

Other Revenue 100

Investment Income 2,322

Expenses -4,124,360

Recurrent Expenses -4,124,360

Employee Related -3,803,165

Operating Expenses -321,195

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-35,498

Balance Carried Forward 582,641

The responsibility for the school financial managementis the Principal's responsibility with fantastic supportfrom the School Administrative Manager ( SAM). Theday to day accounting is undertaken by the SAM. TheAnnual Financial Statement is linked to the School Planin line with the budget set by the leadership team whowork with the SAM to plan and monitor the income andexpenditure against the budget on a regular basis.Funds available will continue to manage salaries,teaching and learning resources, school maintenance,utilities, and administrative resources.

Our greatest challenge in regards to expending fundingsupport is attracting staff to come to Broken Hill andwork in our school.

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 1,891,207

Base Per Capita 53,637

Base Location 32,023

Other Base 1,805,547

Equity Total 764,179

Equity Aboriginal 122,754

Equity Socio economic 466,689

Equity Language 400

Equity Disability 174,336

Targeted Total 862,331

Other Total 388,773

Grand Total 3,906,490

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.

Analysis of our 2018 NAPLAN results using JohnHattie's effect size tool revealed extremely pleasinggrowth for our matched Year 5 students. John Hattie'sresearch suggest for each year of schooling a studentshould grow 0.4 in one year of schooling and 0.67 overtwo years. When we compared our 2018 NAPLANresults to two years earlier we found the followingresults:

Our Year 5 average growth in Literacy – Reading =1.06,Writing = 1.15, Spelling = 1.46 and Grammar andPunctuation = 0.86


Our Year 5 average growth in Numeracy – Numbers,patterns & Algebra = 2.275. We are extremely proud ofour students' growth in literacy and numeracy overall.Obviously, our teaching and learning programs arehaving a positive effect on our students' outcomes.

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


Our Year 5 average growth in Literacy – Reading =1.06,Writing = 1.15, Spelling = 1.46 and Grammar andPunctuation = 0.86

Our Year 5 average growth in Numeracy – Numbers,patterns & Algebra = 2.275. We are extremely proud ofour students' growth in literacy and numeracy overall.Obviously, our teaching and learning programs arehaving a positive effect on our students' outcomes.

Parent/caregiver, student, teachersatisfaction

Parents / caregivers – We are very lucky to have anongoing and strengthening of our partnership with theP&C and our broader parent community. Our parentcommunity value and care for their children's educationand this is consistently demonstrated by their support ofour school events, best explained by the followingnewsletter inserts over the year.

* Newsletter insert Term 1 Week 9

WOW!! Our third Family Fun Evening was a hugesuccess last Tuesday and I cannot thank our staff andP&C enough for their support and generosity of spirit. Agreat example of what can be achieved when people


come together for a purpose. Thank you, thank youthank you!

Our Easter Hat Parade will be held on Thursday from12.30pm under the COLA. Whilst the focus will be onour K–2 classes we encourage our primary kids to getinto the spirit and design their own hat and join in theparade. It's these whole school community events thatremind me how lucky I am to be principal of our school.


Variety Bash Breakfast – what an amazing way tostart a day! I cannot thank our staff and families whocame along in the dark to ensure the 290 bashers werewell fed prior to their departure to White Cliffs. I was soproud of our community for their generosity. I am alucky man to have the opportunity to work at ParadisePS. A special mention and thank you to Kathy Yates forher leadership and organisation of this mammoth task –YLB!!!


WOW! How much fun was our school Fete! Theweather gods smiled on us and the community turnedup and an amazing amount of effort from the smallband of P&C members and the staff members ensuredthere was enough food and fun for everyone. Thankyou to all who supported this biennial event.


FilmBy the Far West – What an amazing evening! Itwas fantastic to see so many people coming along andsupporting our kids. The challenge now is to build onthis great start and continue to provide theseopportunities for our students.

Students – With Our Wellbeing being one of ourStrategic Directions we opted to provide a focus ongiving back for our students with a number of initiativesacross the year.

Career's Day – A big thank you to Addie Schultz forher inspiration behind the purpose of this day, thefamilies for their support of the day and Mrs Harvey andSRC for their role in collecting the money in support offarmers and their struggle with the drought.

Adopt A Block – On Tuesday 25th September ourstudents, in class groups, will be dropping of goodwillpackages to our near neighbours as an initiativesupporting our focus on wellbeing. The Adopt A Blockdrop will involve students setting off at 10am andreturning by 11am supported by teaching and SLSOstaff. We hope to put a smile on our neighbours' facesand enable them to have a better understanding of ourschool.

Thank you to all who supported our school in this year'sChristmas Pageant on Saturday. A big thank you toMrs Dougherty, our own fairy princess, who organisedthis for us behind the scenes and to all the staff whohelped out re decorating, supporting the kids on thefloat and packing up the day after. Thank you so muchto the students for giving up their time to be a part of

our school's representation in this community event.

Staff – Through discussions with our schoolcounselling team and analysing data regarding thecomplexity of our school, a decision was made tosupport staff through professional learning and staffmeetings focussing on managing vicarious trauma.

A session in one of our Term 1 school developmentdays was delivered by our school counsellor andsought some baseline data as to how staff are copingwith the demands of their day to day work.

At the Term 2 school development day, a furtherpresentation of the results of a staff survey wasprovided. It indicated that staff are aware of their ownwell–being and self–care needs although they don'talways take care of them. These results showed thatstaff were willing to admit that they needed to workmore on developing plans to assist them in findingways to look at their present self–care plans and makethem more useful.

A further session focussing on staff wellbeing wasdelivered on the Term 3 school development day by thePrincipal. The aim of the session was for each staffmember to have a Wellbeing Plan to trial for the next 10weeks.

The staff were led through a presentation on copingmechanisms which led to individuals noting their copingmechanisms on post it notes. Each post it note wasdisplayed and shared.

It was decided that day that the school would enrol inthe Flourish for Schools program, as a self–care focus,in 2019.

Policy requirements

Aboriginal education

The Aboriginal Education Officer (AEO) and HomeSchool Coordinator continue to work closely withteaching staff and Aboriginal families to support studentPersonalised Learning Plans and attendance. Anallocation for the employment of an AboriginalEducation Officer is included within the allocated RAM.The school also uses equity funding to support theemployment of the Home School Coordinator. Onceagain, our greatest success was in engagingcommunity in Term 1 with our Family Fun Evening. Thiswas run by the P&C and which was significantlysupported by teaching staff, resulting in continued andfresh connections between home and school. NAIDOCWeek once again stands out as a highlight of ourstudent and community connection to culture. A greaterpresence of aboriginal families supporting the activitiesand the final experiences for the week, the NAIDOCAssembly and lunchtime BBQ, showed many moreaboriginal parents helping and attending these. Therewas also support from the Aboriginal Health ServiceMaari Ma, who sent workers along to help and connectwith aboriginal families. Our school was represented atthe Indigenous Public Speaking competition whichenabled two students from each school to speak on the


topic of "Because of her, we can". There was someamazing insight into our young people's ideas andfeelings of how important women are in Aboriginalculture..

Multicultural and anti-racism education

Our school takes pride in our inclusive schoolcommunity and in class programs support students andpromote awareness and understanding of multiculturalaspects of the curriculum. Practices allow anopportunity for students to explore the world in all itsvariety and counter racism and intolerance whiledeveloping intercultural understanding. We value thebackgrounds of all students and promote an open andtolerant attitude towards different cultures, languages,abilities, religions and world views. Throughdifferentiated curriculum and specific learningprograms, the school has addressed the learning needsof students who are learning English as an additionallanguage or dialect so that they are able to fullyparticipate in schooling and achieve equitableeducational outcomes. We are very keen on pursuingAboriginal language as a program for our students inthe future.
