Blue Haven Public School Annual Report

Transcription

1 Blue Haven Public School Annual Report

2 Introduction The Annual Report for 2015 is provided to the community of Blue Haven Public School as an account of the school 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 for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Ruth Goodwin Principal (Acting) School contact details: Blue Haven Public School 37 Colorado Drive Blue Haven NSW Message from the Principal It is with great pleasure that I present the 2015 Annual Report for Blue Haven Public School was a successful year and this report provides an opportunity to recognise the students achievements, monitor the progress towards the strategic directions and identify the milestones for The report also highlights the broad range of programs and initiatives offered to students at Blue Haven Public School. In 2015 we have continued to implement the Language, Literacy and Learning Program (L3) in Early Stage One and Stage One. Students are provided with explicit instruction in reading and writing strategies. The Focus on Reading (FoR) program continued for teachers in all stages from Early Stage One to Stage Three during 2015 with teachers successfully completed Phrase One or Phrase Two. Teachers have been able to support students with the explicit teaching of the key aspects of reading and comprehension in the classroom saw the introduction of Positive Behavior for Learning (PBL) at Blue Haven Public School. Students were engaged in explicit weekly lessons on our PBL expectations of Safe, Respectful and Responsible. Part of the PBL was the introduction of our mascot Donny the Dolphin. PBL improved the school-wide processes for student wellbeing and quality learning in all classrooms. Our P&C funded a major project in 2015 with the purchase and installation of our new fans in the school hall. These fans have allowed students to use the hall in comfort. Our P & C also held an extremely successful Scooterthon to raise funds for the school. This event was a highlight for many students during the year. We appreciate the commitment and support by our parents and community through enhancing our students learning both in the classroom and playground. Congratulations to all the students for their achievements during Students have achieved many successes across a broad range of activities in the academic, sporting, creative & performing arts and public speaking and I am extremely proud of their accomplishments. Our school took part in Star Struck with two dance teams, one being our very first Aboriginal dance group to perform at Star Struck. A sincere thank you to our teachers and support staff for the support and guidance provided to students throughout the year and their dedication and commitment to the school. This care and commitment was highlighted over and

3 over again during the year and was particularly displayed through their commitment to PBL and continued commitment to the wellbeing of students at Blue Haven Public School. Parents and volunteers played an important role in supporting students and staff at school during Thank you to the parents and volunteers who willingly gave their time to enhance student learning and continue the important partnership between families and teachers at Blue Haven Public School. School background School vision statement Dream Believe Succeed Our vision at Blue Haven Public School is to provide an inclusive learning environment where students dream, believe and succeed. We focus on the whole child to be critical thinkers who can collaborate, communicate and be creative, life-long learners. We empower students to be safe, respectful and responsible. School context Blue Haven Public School is a modern school in a beautiful bushland setting with 600 students across 24 classes Kindergarten to Year 6, servicing the Estate of Blue Haven. This includes 87 Aboriginal & Torres Strait Islander (ATSI) s Blue Haven Public School is a modern school in a beautiful bushland setting with 600 students across 24 classes Kindergarten to Year 6, servicing the Estate of Blue Haven. This includes 87 Aboriginal & Torres Strait Islander (ATSI) students and 14 students with English as an Additional Language. Our focus is on providing explicit teaching in Literacy and Numeracy, embedding 21st century learning techniques into our programs and catering for the individual learning needs of students. We focus on the social and emotional wellbeing of students. The school implements a number of focus programs including FoR (K-6) and L3(K-2). In 2015 we began our involvement in Positive Behaviour for Learning (PBL). A positive partnership with the P & C ensures that the school is well positioned to support quality programs for students. We have a valued, consultative partnership with our Aboriginal Community and Muru Bilbi AECG. We are active members of the Wallarah Area Learning Community. Self-assessment and school achievements Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. This year, our school undertook self-assessment using the elements of the School Excellence Framework. The staff at Blue Haven Public School have discussed the School Excellence Framework and its implications for informing, monitoring and validating our journey of excellence. At our School Development Days in Term 4 and Term 1 time was given to identify the elements of the School Excellent Framework that the school plan strongly addressed and the progress being made to achieve our Strategic Directions. This information allowed the school to ensure that school achievements and improvement aligned with high expectations within the framework. In the domain of Learning, our efforts have primarily focused on learning culture and wellbeing. The school has worked to develop strong, positive relationships within the school community which has created a learning culture of achievement. Wellbeing was a significant focus during the year in developing a wholeschool approach to wellbeing with clearly defined behavioural expectations and thus creating a positive teaching and learning environment for students. The improved results have been evident in the increased engagement of families in school activities during the year and the reduction in students being reported for negative incidents. A more focused approach to explicitly teaching expectations of behaviour has been a factor of our progress throughout the year. Students have been engaged in developing positive, respectful relationships to promote student wellbeing and optimum conditions for learning. In the domain of Teaching, our concentration has been focused on collaborative practice and learning and development. Our stages have been provided with opportunities to plan, teach and grow as teams with the support of a Curriculum Leader as well as improving teaching practice through classroom observation reflection and feedback. A system of providing formal support through mentoring and leadership development was established which improved teaching and leadership practice across the school. Teachers

4 engaged in professional learning to improve their expertise in the critical areas of literacy and numeracy programs and in new syllabuses. A collaborative approach to teaching and learning across the school is evident in an increase in the supportive learning culture which promotes achievement for all students. In the domain of Leading, our priorities have been to develop leadership and school planning, implementation and reporting. The development of leadership capacity across the whole school through shared and supported leadership development skills in staff and students has allowed the successful implementation of our key strategic directions. The building of leadership capacity has meant that responsibility for creating a successful school learning culture is shared by the whole school community. The monitoring, evaluation and review processes have been embedded to create effective implementation of the school plan and continuous improvement in student learning. School staff, students and parents have been engaged in all aspects of the school planning process and celebration of success. The effectiveness of the leadership team has resulted in improved student engagement and learning through the successful implementation of our key strategic initiatives. The new approach to school planning, supported by the new funding model to schools, is having a major impact on our progress as a school. The achievements and identification of the next steps are outlined in the following pages of this report. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

5 Strategic Direction 1 Empowering each student to be their best. Purpose To enable every student to reach their potential, actively engage in learning and make the best of the opportunities available. Overall summary of progress Significant progress has been achieved in strategic direction 1 through the introduction of the school-wide implementation of Positive Behaviour for Learning (PBL). All classroom teachers have engaged in PBL training and delivered weekly lessons developed by the PBL team ensuring a consistent approach to teaching and learning of appropriate behavior in the various school contexts outside of the classroom. There have been substantial observable changes in student behavior with students being able to identify their behaviour and take positive responsibility for their behaviour in the playground. Recognition of student achievement has been enhanced through the establishment of a more comprehensive student reward and acknowledgement system. This has allowed all students social and academic achievements to be recognised and celebrated consistently and frequently throughout the year promoting a positive culture of learning. The development of student leadership has been achieved through opportunities for students to lead others in cultural activities, library, dance, choir, Didge and sport. Students have also been involved in leadership activities and workshops which have enhanced their skills and understanding of their roles as leaders in our school community. This is having a positive impact on student engagement and their drive to be their best. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) PBL data shows an increase in the number of students in Tier 1. Progress achieved this year <$> 89.6% of respondents to our SET survey including students, staff and community members were positive and interested in PBL and expresses a commitment to this journey with a shared outcome of increased positive expectations across the school. There appears to be a strong culture of staff support and care expressed towards the students in the school. PBL data has shown an increase in 3.07% of students in Tier 1 and at the end of % of students were in Tier1. $22,900 Socioeconomic background funding TTFM survey indicates student, staff and parent growth in the area of satisfaction with school management of wellbeing. Tell them from Me(TTFM) survey indicated that 78% of students have positive relationships at school and 81% have a positive relationship with their teacher. 71% of parents and 76% of staff reported positive management of wellbeing. $29,850 Socioeconomic background funding

6 Strategic Direction 1 Next steps for 2016 Implementation of Advancement Via Individual Determination (AVID) in Stage 3 classrooms. Continue to build on playground activities established and develop a wider range of activities which are accessible by an increased number of students. Build on the school-wide PBL with the full implementation of the reward system and PBL signage throughout the school. Development of the Wellbeing policy for Blue Haven Public School in line with the Wellbeing Framework.

7 Strategic Direction 2 Supportive, dynamic and inclusive school communities Purpose To enable the Blue Haven Learning Community to work in a purposeful manner to build strong relationships, establish effective methods of communication and embed a positive culture of shared success. Overall summary of progress The development of communication protocols for the school community has been a focus in 2015 towards achieving strategic direction 2. This collaborative process and the publishing and sharing of the protocols with the whole school community have helped to build the foundation for common values. A new format to provide information on school achievement, events, activities and diary dates through a variety of mediums, including the school newsletter and website, allowed the school community to remain informed about the school and encouraged a greater family involvement at the school. Significant progress has been achieved in engaging the school community in school events and parent learning forums. Parent forums were held each team which provided an opportunity for the school community to work together to improve the link between home and school. A number of events were also held throughout the year, including a Meet and Greet BBQ, Easter Parade, Book Parade and Grandparents Day, which saw a record number of families attending the school to be involved in their children s education. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Increase in percentage of parents/carers involved in school related functions and activities from data of class participation /parent attendance at school activities. 80% of parents indicate satisfaction with communication involving school procedures, organisation and events as identified in the TTFM survey. The TTFM survey indicated that 82% of families had attended 2 or more school related functions or activities during Positive feedback in the form of verbal, written and electronic was received from parents about school events and activities they attended. The TTFM survey indicated that 62% of parents indicated that they were informed about the school. The TTFM survey indicated that 86% of parents indicated that the school website was between very useful to somewhat useful as a tool for information about the school. $3000 Socioeconomic background funding $2000 Socioeconomic background funding The TTFM survey indicated that 100% of parents indicated that the school newsletter was between very useful to somewhat useful as a tool for information about the school.

8 Strategic Direction 2 Next steps Development of protocols for teachers when talking with parents/outside agencies and resources and training to support staff in the sharing of information to support student learning. Cultivate a deeper knowledge of the Early Years Framework to develop a shared understanding and continuity of learning during kindergarten transition. Increase the use of technology media to communicate with the school community. Establish a Breakfast club at Blue Haven Public School. blank

9 Strategic Direction 3 Staff and student engagement in Quality Teaching and Learning Purpose To enable all staff to have the knowledge, skills and capacities to deliver personalised and differentiated learning for all students. Overall summary of progress All teachers have been trained in either one or both important literacy initiatives Focus on Reading and Language, Literacy and Learning. These initiatives have a significant impact on student learning ensuring a consistent approach to the quality teaching of literacy across Blue Haven Public School. All teachers have received professional learning in Aboriginal 8 ways Pedagogy. This has resulted in evidence of the 8 ways Pedagogy being integrated into teaching and learning programs across all KLAs and teachers having a deeper knowledge and understanding of strategies to support the learning of Aboriginal students. The employment of a Curriculum Leader supported teachers to continue and deepen their understanding of the new English, mathematics and science syllabuses and develop knowledge of the new history syllabus. A collaborative approach has resulted in building the capacity of all staff to develop and implement programs which meet the needs of students. Consistent processes to identify, plan and deliver personalised and differentiated learning through the development of individual education plans, personalised learning plans and individual student action learning plans has resulted in a greater understanding in catering for individual students. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> 100% of Aboriginal students are working on identified goals in their PLPs. 80% or greater of students are at expected or above stage level in literacy and numeracy continuum in PLAN data. All Aboriginal students had a PLP which identified academic, social and cultural goals. 94.6% of students in Year 3 are achieving at or above minimum standards in literacy and 86.2% of students in Year 5 are achieving at or above minimum standards in literacy. 86.2% of students in Year 3 are achieving at or above minimum standards in numeracy and 93.4% of students in Year 5 are achieving at or above minimum standards in numeracy. $32,000 Socioeconomic background funding All teaching programs show evidence of curriculum syllabus implementation. All staff implement 8 ways of learning in class programs and there is evidence of strategies across teaching pedagogy. Evidence of curriculum syllabus is in all teaching programs which are reflected in program supervision reports. Teaching programs show evidence of 8 ways teaching strategies embedded across the Key Learning Areas. This is evident through the observation of classroom lessons and in sharing activities in Professional Learning workshops. $113, 565 Socioeconomic background funding

10 Strategic Direction 3 Next steps Next Steps New staff will be trained in Focus on Reading and Language, Literacy and Learning. Professional learning will be implemented for teachers trained in 2015 to continue to build on learning and knowledge of FoR and L3 and ensure its consistent implementation. Train identified teachers in Targeting Early Numeracy and support provided by the facilitator to imbed this into classroom programs. Develop a deeper understanding of assessment and a more consistent approach at BHPS through the exploring the new Curriculum Assessment and Reporting policy Continue to build on the improved Learning and Support processes to strengthen personalised and differentiated learning for all students. Engage in Wallarah Area Learning Community in Literacy and Numeracy to enhance and support effective implementation strategies across our learning community.

11 Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding During 2015 an Aboriginal Learning and Support Teacher was employed to work individually and with small groups of Aboriginal students on literacy and numeracy programs. Individual student needs were identified and programs were developed to address these learning needs. 95.7% of Aboriginal students in Year 3 are achieving at or above minimum standards in literacy and 91.5% of Aboriginal students in Year 5 are achieving at or above minimum standards in literacy. 77% of Aboriginal students in Year 3 are achieving at or above minimum standards in numeracy and 92.5% of Aboriginal students in Year 5 are achieving at or above minimum standards in numeracy. An Aboriginal School Learning Support Officer was also employed to support students in the classroom in literacy and numeracy to increase student engagement and achievement. Aboriginal students were engaged in a number of cultural programs including choir, dance, didge, Acknowledgement of Country workshops and art. These programs had a significant impact on students understanding of their culture, pride in themselves and acceptance within the school community. The cultural groups preformed at a large number of events both within the school and in the local community and wider community. The inclusion of non-indigenous students in some of the activities promoted a greater understanding and acceptance of Aboriginal culture. In 2015 we continued to develop the Bush Tucker garden with the construction of the feature path with mosaic snake (which will be installed in 2016), laying of turf and planting of bush tucker. Students were involved in every aspect of the construction of the garden, which has developed into an area where they can go to learn about bush tucker and culture. $45,692 Aboriginal LaST $20,400 Aboriginal SLSO $1500 Bush Tucker garden

12 English language proficiency funding Socio-economic funding During Term 3 a teacher was trained and employed two days a week to work with students individually and in small groups on improving their skills in literacy and numeracy resulting in them demonstrating improvements in writing and numeracy. Individual programs were developed for each student and classroom teachers were supported to embed these programs into the classroom. Explicit teaching and learning in literacy and numeracy resulted in increased engagement and skills for students in their classroom programs. The school executive team were provided with an additional three hours release from face to face teaching each week to provide professional support to their teams through Practice Analysis. This involved observations and feedback to improve quality teaching in the classroom. Teams also worked together during stage planning days each term for one day to collaboratively program resulting in increased knowledge and teaching skills. Teachers were supported by the school executive team in the implementation of the new Performance Development Framework. This involved regular monitoring and feedback processes to reflect on progress and plan for support and professional improvement. The PDPs provided a platform for deeper reflective processes and guidance for developing individual and whole school professional learning. $13,128 $ 38,400 Additional RFF for leadership team $21,200 Stage Planning Days $ 3200 PDP support Low level adjustment for disability funding The employment of an additional Learning and Support Teacher (LaST) ensured that all students requiring adjustments and learning support were supported in the classroom through individual plans and adjustments and collegial support was also provided for teachers. The LaST developed and implemented specific social, emotional and academic programs increasing student engagement and skills both in the classroom and playground. An additional School Learning Support Officer (SLSO) was employed to support the implementation of individual programs and adjustments within the classroom program. $ 40,568 RAM

13 Support for beginning teachers Our three first year beginning teachers were released from class for two hours each week with their mentor being released for one of these hours each week to provide mentor support. During this time the beginning teachers were engaged in an induction program, professional development to support their programming and classroom management, targeted professional learning, classroom observations and also time to work on their accreditation. In 2015 we also had two second year beginning teachers who were released from class one hour each week to engage in an induction program, professional development to support their programming and classroom management and targeted professional learning. All beginning teachers and their mentors participated in the Strong start, Great teachers school based induction program on a fortnightly basis over the school year. This induction program embeds the Australian Professional Standards for Teachers, the NSW Quality Teaching Model and specific guidance in coaching and mentoring practices. Beginning teachers displayed significant growth throughout the year in the implementation of quality teaching within the classroom and their knowledge and understanding of the school procedures and policies. They also displayed increased involvement in whole school programs and professional dialogue during school meetings and professional learning. $27,000 Beginning Teacher Next Steps

14 School Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile In 2015 at Blue Haven Public School there were 304 Male students and 281 female students enrolled at the school. Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1.0 Deputy Principal(s) 1.0 Assistant Principal(s) 4.0 Classroom Teacher(s) 19.0 Primary Teacher Executive Release 1.0 Teacher of Reading Recovery Learning and Support Teacher(s) 1.7 Teacher Librarian 1.2 Primary Part-Time Teacher 1.0 Primary Teacher RFF School Counsellor 0.5 School Administrative & Support Staff General Assistant 1.0 Total Student attendance profile The attendance rates for students overall at Blue Haven Public School in 2015 was at 92.5%. This is a decrease of 0.7% compared to Year K Total In addition four full time and two part time School Learning Support Officers were employed. The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Four permanent full time teaching staff and one temporary teacher identified as Aboriginal. The school also employs two part time Aboriginal School Learning Support Officers who support the learning of Aboriginal student and the development and implementation of Cultural programs. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 83% Postgraduate degree 17%

15 Professional learning and teacher accreditation The priority for Professional Learning has been the introduction of new syllabus documents including English, mathematics, science and technology and history and geography. The nature of professional learning included familiarisation with new components of each new syllabus, developing a scope and sequences outlining what to teach and when, team teaching to refine new teaching methodologies and resource development to meet new content requirements. Our professional learning activities included L3 Language, Learning and Literacy (L3) training so that our students receive the very best literacy start to their school life, Focus on Reading Phase 1 training which targeted all teachers not already trained in this approach and Focus on Reading Phase 2 to extend on earlier training in this area, student wellbeing, Aboriginal education, PDHPE and mandatory training in Child Protection, CPR and Anaphylaxis. An average of $2700 was expended per teacher on TPL in Many of our teachers were actively involved in the Teacher Accreditation process which is being phased in for all teachers in NSW and Australia. Fortnightly accreditation workshops were held at a school level and interested teachers also attended the termly accreditation workshop as part of the wider communities of schools in the local area. In 2015 there were three teachers at provisional beginning level, two teachers achieved accreditation level and ten teachers maintaining accreditation at proficient level. Financial information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school. Date of financial summary 30/11/2015 Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development 0.00 Tied funds Casual relief teachers Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward blank NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data

16 Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. Teachers, students and parents responded to the Tell Them from Me Survey and a forum and in considering these responses, the parent survey results displayed: 68% of parents feel welcome at Blue Haven Public School. 63% of parents support learning at home 71% of parents felt that the school supported positive behaviour 68% of parents felt that the school was a safe school. The teacher survey results displayed: 78% of teachers indicated that teachers collaborate. 76% of teachers indicated a positive learning culture. 74% of teachers indicated that data informs their practice. 82% of teachers felt that the school was inclusive. The student survey results displayed: 78% of students had positive relationships. 91% of students valued School outcomes. 77% of students displayed positive behaviour. 81% of students felt that they had a positive relationship with their teacher. Teachers, parents and students all indicated that they liked the implementation of PBL during 2015, felt that this had a positive impact on changing student behaviour and the school should continue to focus on this student wellbeing area in Teachers and parents also indicated an improvement in communication to keep them informed. This was also an area for the school to continue to address across the whole school community. Teacher, parents and students felt that the introduction of the community engagement activities supported community involvement and should continue into The information gained for the surveys and forum has helped to review and evaluation the school plan and direct the areas for school improvement in the milestones. Aboriginal education We continued to implement Aboriginal Education to support the cultural learning of all students. Our major professional learning focus was on the implementation of Aboriginal 8-Ways, which focuses on quality teaching and the inclusion of Aboriginal perspectives in all units of work resulting in all students being more engaged in their learning across all key learning areas. In respectfully opening all assemblies and school events we began with an Acknowledgement of Country, which had been composed by the senior Aboriginal students of our school. This opportunity was offered to senior students and staff members to improve their knowledge of Aboriginal culture and compose personal Acknowledgments of Country to respect Indigenous Australian culture. This ensures that our school community displays values and gives recognition to Aboriginal people and their ancestors. Our school acknowledged and commemorate two important weeks in the Aboriginal calendar: Reconciliation Week and NAIDOC Week. Each of these events saw whole school assemblies and a display of Aboriginal dance, didgeridoo and Koori choir performances from members of our school community, which was supported by performances from local high school students. In addition to this we participated in Doing Things Together day, which allowed all students to be completely immersed in Aboriginal culture for the day. We also implemented whole class literacy lessons, which focused on Aboriginal perspectives, the importance of storytelling in Indigenous culture and the diversity of cultures. Throughout the year, the development of our Bush Tucker Garden and Outdoor Learning Centre has begun. This was done through a commitment of student, teacher and community volunteers, which has provided students with a range of learning opportunities to deepen their knowledge and understanding of culture of Indigenous Australians. Through performing arts activities, Blue Haven Public has increased the variety of opportunities for Aboriginal students to learn about, and represent their culture. This year saw the implementation of junior and senior didgeridoo lessons, junior and senior Koori choirs, art programs throughout the school, and senior Aboriginal dance. Our senior Aboriginal dance group represented Blue Haven Public School at Star Struck 2015.

17 Multicultural Education and Anti-racism Blue Haven Public School celebrated Harmony Day by devoting the day to multicultural activities across the school, which also included Anti Bullying activities. Staff members were able to visit websites and use resources at and Our student leaders led small groups of younger students to participate in activities which resulted in learning, understanding and sharing of how all Australians are from diverse backgrounds and they equally belong to Australia and enrich the existing cultures. The students developed a deeper understanding and empathy towards each other. Throughout the year students were involved in a variety of lessons and activities which involved learning about taking action to help stamp out bullying behaviours. The Anti-Racism Contact Officer (ARCO) worked with students and the school community throughout the year which built a greater understanding of cultural diversity and Anti-racism initiatives in the school community. Community Engagement Program 2015 saw the introduction of many new events to encourage greater engagement with the parents and caregivers of our students. In Term 1, we held our inaugural Meet and Greet Barbecue. This event created an informal atmosphere which encouraged caregivers to get to know the staff and set the scene for positive interactions between school and home and as a result we had a record number of parents meeting teachers and engaging in a school event. We also held an Easter Parade resulting in a large number of parents and family members attending the school and engaging in their child s education. In Term 2, we held two parent information sessions. One was on helping K-2 students with reading and the other regarding new resources in the school library and how they can be accessed from home and their relevance in supporting students learning. We also held a follow-up parent information session on The Healthy Lunchbox resulting in parents having a greater understanding of healthy lunchbox choices. In Term 4, we celebrated Grandparent s Day by inviting grandparents and other relatives to classrooms to see the students in action, as well as holding a special performance in the hall for the visitors to enjoy. This performance displayed the talents of the school choir, keyboard group and dance group. This event gave students an understanding of school life in the past through discussions with their grandparents. In 2015, the Community Engagement group also worked on developing a pamphlet containing a set of protocols for parents and caregivers on how to approach the school and in what circumstances. This was finalised at the end of the year ready to be distributed to families early in The activities we introduced to the school in 2015 helped to foster a much needed positive relationship between students, caregivers and staff. Students had opportunities to display their talents whilst caregivers and staff were able to develop a stronger partnership for the benefit of the students. We look forward to building upon these achievements in the future. Arts and sport. Blue Haven Public School students were able to participate in numerous sporting programs throughout Our annual swimming, cross country and athletics carnivals were extremely successful. Through these opportunities, several students represented our school proudly at regional level. Blue Haven also participated in a variety of PSSA sports. These sports include tennis, rugby league, cricket and both boys and girls touch football, soccer and netball. These sporting teams showed outstanding sportsmanship and many were successful making it into subsequent rounds. In addition, our students performed in the Star Struck Production in Newcastle and the Central Coast Dance Festival. In individual achievements, one student was selected for the North Sydney team in both touch football and rugby league. Another student represented NSW in golf. Various sporting codes came to visit the students of Blue Haven Public School to promote physical activity and encourage a healthy lifestyle. Students participated in cricket, rugby league and soccer sporting sessions. Our school also participated in the Premiers Sporting Challenge and provided students with an After School Sport Program, which ran each term and gave students the opportunity to improve their fitness levels.