Belmont Public School Annual Report

Transcription

1 Belmont Public School Annual Report

2 Introduction The Annual Report for 2015 is provided to the community of Belmont 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. Kate Foley Principal School contact details: Belmont Public School 6 Livingstone St Belmont belmont-p.school@det.nsw.edu.au School background School vision statement At Belmont Public School, we believe in providing a quality education within an inclusive environment where students reach their full potential. Students at Belmont develop a mutual respect for all and build positive strong relationships. We create students who are responsible and confident community members. School context Belmont Public School is in the East Lake Macquarie area. We provide a dynamic and caring educational environment for all students. We currently have 265 students of which 30 are Aboriginal. All students access quality educational programs within a diverse and extensive curriculum. There have been major initiatives in literacy: L3, Reading Recovery, Focus On Reading and Accelerated Literacy. We have extensive student wellbeing programs: Rock and Water, Seasons for Growth, Girls Self Esteem Program and You Can Do It. The school excels in technology, sport and the creative and performing arts which have brought about widespread recognition of excellence within the school and wider community. Belmont Public has strong ties and works closely with the community of schools, preschools and the wider community to continually enhance opportunities for students and staff. The schools multi skilled, professional staff continually enhance students educational outcomes. Staff are provided with opportunities to enhance their skills with access to professional and ongoing training. At Belmont we are committed to making community decisions with a highly interested and committed parent body.

3 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. This year, our staff at Belmont Public School have discussed the School Excellence Framework and its implications for informing, monitoring and validating our journey of excellence. Time was dedicated to thoroughly examine the school plan to determine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across the school as a whole based on the expectations identified in the Framework. This provides an important overview to ensure our improvement efforts align with these high level expectations. In 2015 teaching staff engaged in a structured program of professional learning that encompassed the following focus areas: Teaching In the domain of Teaching, a focus has been on collaborative and best practice for staff members. Opportunities have been provided to staff members in relation to planning, teaching and growing as a team in our stages and across the whole school. The use of technology for learning, the importance of data analysis to inform decisionmaking, the enhancement of teaching practice through classroom observations, reflections and feedback, the development of expertise in literacy and numeracy programs and in new syllabuses, all highlight a teaching culture that is moving student learning to a new level. Development and engagement with the Performance and Development Framework as evidenced by all of the staff completing their individual Personal Development Plans. This ensured teachers were able to target particular learning needs and interests that have resulted in positive changes to teaching practices. Learning In the domain of Learning, our efforts have primarily focused on wellbeing, curriculum and learning. The strong performance of the school in creating a positive and productive learning culture amongst staff and students has been a feature of our progress. The fundamental importance of wellbeing is providing an outstanding way to build a culture of support and valuing of each other. The results have been evident in the way that students are relating to each other and, importantly, in the increased engagement of students in learning. Attention to individual learning needs has been another component of our progress throughout the year. Students with high learning needs are being identified early and their parents are increasingly involved in planning and supporting the learning directions for them. The Learning Support Team has been more active in identifying and addressing the needs of students and providing support to their families and also utilising outside agencies. Leading In the domain of Leading, our priorities have been to progress leadership and management practices and processes. The consistency and effectiveness of implementation of our key strategic directions throughout the year has been due to a strong foundation of leadership capacity building across the school. This approach recognises that leadership development is central to the achievement of school excellence. The leadership team has been successful in leading the initiatives outlined in this report, building the capabilities of staff to create a dynamic school learning culture. The new approach to school planning, supported by the new funding model to schools, is making a major difference to our progress as a school. After the leadership team completed the self-assessment process it identified areas that we need to further deliver and grow. It will also assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students. 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.

4 Strategic Direction 1 Consistent high educational outcomes Purpose Our aim is to provide our students with the systematic, sequential and explicit teaching and learning programs in each of the Key Learning Areas. We will maintain a rigorous focus on literacy and numeracy, engaging students in stimulating and educationally challenging programs to improve student outcomes. Students will also be given the opportunity to explore and express themselves through the other KLAs in best practice implementation of the new curriculums and 21 st Century learning. Teachers will be exposed to professional learning to support the implementation of exemplary teaching and learning. Overall summary of progress Strategic use of resources, the implementation of specific, targeted learning programs and strengthened Learning Support Team practices and processes have ensured support is directed to greatest area of need. Teachers have become more confident in tracking and reporting on their students. Differentiation is documented and consistent assessments are used by all teachers. Evaluation of milestones indicated that the majority of targets were met. However, the focus has still been on moving the students who have greatest need in literacy and numeracy. Peer observations to further enhance quality lessons in literacy and numeracy were beneficial for staff and students. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) A 10% reduction each year in the number of K-2 students failing to meet benchmarks in literacy and numeracy PLAN data as baseline. A 10% reduction each year in the number of year 3-6 students failing to achieve expected growth in NAPLAN for literacy and numeracy data as baseline. Progress achieved this year Reading Goals achieved by Kindergarten, Year 1 & Year 2 students. All Infants staff trained in L3 LAST role targeting students enhanced Speech Therapist employed enhanced the student s expressive and receptive language skills. Staff were given opportunities for team teaching and peer observation which developed teacher skills and knowledge in the Australian Teaching Standards and Quality Teaching Framework. Numeracy Focus on TEN, Early Arithmetic Strategies achieved by K- 2 students. Infants staff all trained in TEN The main impact in 2015 has been a change in teaching practice resulting from collaborative professional learning sessions. Data from NAPLAN 2016 and 2017 will also be used to assess the progress on this goal. Baseline data from 2014 has been collected. $ 66,700 (using socio-economic background funding) This area combined with above Next steps Improve support offered to talented students LAST role reviewed and utilised to support students Data collection for assessment for learning based on continuums K-6

5 Strategic Direction 2 Student, staff and community well-being Purpose Our aim is to make students more resilient in all aspects of their school life. This includes resilience when approaching new learning as well as social interactions with other students and adults. This will include a renewed commitment to You Can Do It (YCDI) being consistently implemented across the school and with the broader school community. Social skills programs, such as Rock & Water and Seasons for Growth will be maintained throughout the year. A key direction will be to enhance cultural awareness of staff, students and community members about Aboriginal Australia. An organised system and clear procedures will be developed to assist all stakeholders in accessing agencies for assistance and direction with and for students, staff and families. Overall summary of progress Our continued school-wide focus on You Can Do It has enabled us to achieve significant progress in this strategic direction through a successful approach to student wellbeing and learning culture. YCDI has ensured the use of a consistent approach to teaching and learning of appropriate behaviours in the various school contexts. The continued implementation of Rack and Water, Seasons for Growth and Sista Speak there have been significant observable changes in behaviour featuring more positive and respectful relationships throughout the school community. The Learning and Support Team processes have been enhanced to monitor and plan student progress in literacy and numeracy. This has enabled us to improve early identification and intervention to provide stronger, more focused support to individual students in partnership with their parents. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) 95% of students will demonstrate resilience, persistence, getting along and manners in the classroom and playground each term. Sentral will indicate this through tracking of awards and behavioural incidents, using 2014 as a base line. 90% Decrease of high level incidents of anti-social behaviour occurring as tracked through Sentral. Using 2014 as a base line. Progress achieved this year The tracking system that was established to identify and monitor students indicated students meeting school values through the YDCI program. YDCI implement across the school and in class lessons. Aboriginal education support teacher enhanced opportunities for all students. Sista Speak, Seasons for Growth and Rock and Water programs targeted students and families in need. SENTRAL data incidents indicate a decrease in high level behaviours and suspensions were heavily decreased as compared to Rock and Water teacher and readjustment of playground duties and activities has increased positive playground interactions. $39,400 (using socio-economic background funding & using Aboriginal background funding) This area combined with the above Next steps Continue to build on the improved Learning and Support processes and strengthen the support for Gifted and Talented students. Build on the You Can Do It approach in classrooms and move towards use of school values and displays blank

6 Strategic Direction 3 Effective Practices Purpose Our dynamic school will have in place systems that target quality teaching and learning, structures that include rigorous assessment and evaluation regimes, and timely review of policies and procedures. Development of staff will be in line with teaching standards, new curriculums and educational reform agendas. Our aim is for staff to value the need to continually refine their pedagogy, knowledge and processes through training and development. This will be done in a climate of mutual trust and collegiality. Overall summary of progress The implementation of the new Performance Development Framework has led to staff engaging in a much deeper reflective process that is guiding the ongoing development of all staff, at an individual and collective level. Regular and effective monitoring and feedback processes are in place to discuss progress, support and to plan for growth. Staff have engaged with the new strategic planning process and are routinely monitoring, evaluating and reviewing milestone implementation and impact. The engagement of the school community more generally in this process is ensuring a strong, positive and strategic approach to the progress of the school. We have established better practices in relation to identifying students who require additional support. The practices within the office in regards to money collection, student details and the tracking of students wellbeing has been improved and will continue to be enhanced with the establishment of LMBR in Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> 100% of Staff actively engaged in all TPL sessions. All teaching staff engaged in collaborative Professional Learning activities. All teaching staff were supported in the classroom by executive staff. $19,000 (using socio-economic background funding) 100% of staff will have a Professional Development Framework documents. At the end of 2015 all staff have a performance development plan based on the new Department policy. Staff members are developing an understanding of how to best drive their own plans and to actively seek feedback and mentoring as an important part of their ongoing growth. $4,400 Next steps Implementation of LMBR across the school Develop a deeper understanding of evidence relating to the impact of initiatives in the school plan Continued targeted training and professional development to build the capacity of all staff Next Steps

7 Key initiatives and other school focus areas This section includes: Key initiatives Policy requirements such as Aboriginal Education, Multicultural Education and Anti-Racism Education, Initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding PLP development 8 Ways Training for staff Aboriginal Education teacher Sista Speak All students have a Personalised Learning Plan PILP) and are making progress across the literacy and numeracy continuums. Aboriginal students are demonstrating higher average levels of progress, attendance and engagement. Cultural significance is included in all PLP s. The Sista Speak is running and having a positive influence on all indigenous girls. Aboriginal Education Teacher is working with all Aboriginal students and families. Staff are all trained in 8 Ways pedagogy. $23,000 English language proficiency funding No Funding provided in 2015 No Funding Provided in 2015 Targeted students support for refugees and new arrivals Socio-economic funding L3 Training Focus On Reading Speech Therapist Peer Observations TEN training Low level adjustment for disability funding Additional SLSO Training and development No Funding provided in 2015 Staff engaged in regular high quality, relevant professional learning. Provision of in-class support to enhance teaching and learning. Teacher observations were implemented to enhance best practise in Mathematics and Literacy. Focus on reading Phase 2: two staff members were trained and then trained all staff Observation and team teaching to improve literacy and numeracy programs and lessons 4 Infants staff were trained in L3 Kindergarten and L3 Year 1. Speech Therapist was employed to work with 25 students. The school funded the speech therapist 2 days a week. All students requiring adjustments and learning support are catered for within class programs and other whole school strategies. 2 students are funded. The school supplemented SLSO funding to support students with additional needs. Improved partnership between teachers and SLSO resulting in improved used of support resources. No Funding provided in 2015 $125,614 $24,000 Support for beginning teachers This funding allowed the teacher to attend professional Development courses and to work collaboratively with her mentor and supervisor. The teacher was only working for 6 months due to Maternity leave. $13,000 $6,000 spent due to Maternity leave Other school focus areas Impact achieved this year Resources (annual) Seasons For Growth Family and Community Funding Employment of a teacher to implement and deliver the Seasons For Growth grief and loss program. This impacted on the wellbeing of many of our students who had suffered loss within their lives. Fitness and life coach employed to deliver sport to each class Breakfast Club established one day a week to cater for students needs. Equipment and food purchased. $16,000 $1700 $2000

8 Mandatory and optional reporting requirements Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. School State DoE Student enrolment profile Gender Male Female Student attendance profile Year K Total K Total Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 3 Classroom Teacher(s) 8 Teacher of Reading Recovery 0.42 Learning and Support Teacher(s) 0.9 Position Number Teacher Librarian 0.6 School Counsellor 1 School Administrative & Support Staff Total The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Belmont Public has no Aboriginal teachers. We have a strong relationship with our local Aboriginal Educational Consultative Group. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 100% Professional learning and teacher accreditation During 2015 the staff undertook many Professional Learning Programs. Improved Staff professional learning opportunities allowed the staff to collaborate more and improve their teaching, assessing, programming and assessment skills. Regular stage meetings, executive led training, specialised training days and online training formed the basis of staff training. Staff attended training sessions to support the implementation of the new Australian Syllabus documents and the School Management Plan. During 2015 Executive staff undertook training in Teacher Accreditation. Following the training four teachers have been through the accreditation process and have successfully achieved initial teacher accreditation or maintained existing accreditation. These processes have been effectively implemented by the executive staff and ensure that the children of Belmont Public School are taught by well qualified teachers.

9 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 145, Global funds 176, Tied funds 258,789,22 School & community sources 83, Interest 5, Trust receipts 34, Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas 4, Excursions 48,59.35 Extracurricular dissections 34, Library 1, Training & development 2, Tied funds 200, Casual relief teachers 31, Administration & office 66, School-operated canteen 0.00 Utilities 38, Maintenance 14, Trust accounts 35, Capital programs 0.00 Total expenditure 478, Balance carried forward The canteen at Belmont Public School is run by a Canteen Manager who employed by the P&C Association. School performance 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. 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. Parents were surveyed on a range of topics in 2015 to assist staff in determining the effectiveness of key initiatives in school to parent communication, overall school satisfaction, parent participation and engagement with the school, how the school caters for individual students needs and expectations for student achievement. There is a high degree of satisfaction with the improvements in school to parent communication following the introduction of the Active Scholl App. Use of this strategy will be broadened in 2016 as well as the continued use of the P&C Facebook page. The kinder orientation program was highly praised in terms of information provided, care for the children and the ability of staff to be sensitive to individual needs and build confidence in the ability of the school to provide a safe, secure and effective learning environment. Survey results regarding student behaviour at school have contributed to the continued implementation of the Rock and Water Program and the You Can Do It values program in Primary students were surveyed regarding their perception of student behaviour. Student comments regarding opportunities in leadership, school representation, participation in a wide range of academic, sporting and cultural activities was highly valued by the students. School teaching and non-teaching staff also contributed comments which led to the decision to continue with peer and supervisor observations, engaging professional learning opportunities to further enhance staffs skills and the value and importance of staff Performance and Development Plans.

10 Policy requirements Aboriginal education For Aboriginal students to reach their full potential, it is important to recognise the role of Aboriginal parents, families and their local connections in a collaborative and engaging process. This year we established strong links with our local indigenous community families and members through our inclusive PLP partnership (Personalised Learning Plan) process. Our NAIDOC celebrations supported the staff, students and wider community in understanding, supporting and appreciating Aboriginal Australia. We were grateful to have our local AECG (Aboriginal Educational Consultative Groups) support in recommending programs, excursions and artists to help strengthen aboriginal heritage, culture and histories across our school for all students to learn and embrace. We have been working on improving and celebrating educational outcomes across our local management group of schools with our lead role in driving the Kunarr Belmont Learning Community Aboriginal education project. This has been funded from our successful grant application. Thanks to this successful grant, we will be continuing on working to improve the educational impact on all of our indigenous students across our local schools as an ongoing initiative for In 2015 we had a staff member trained in Sista Speak. The Sista Speak project is specifically designed for young girls and women to gain valuable knowledge around their educational needs, career aspirations, personal needs and qualities. 6 students participated in this program and next year we will expand this program to cater for all primary indigenous girls. In 2014/2015 we had a staff member Miss Natalie Young, trained in 8 Ways. During 2015 professional learning sessions and staff development days our entire staff were trained in 8 ways by our staff member. The 8 Ways pedagogy framework allowed teachers to include Aboriginal perspectives by using Aboriginal learning techniques. Using 8 Ways, focus can remain on core curriculum content while embedding Aboriginal perspectives in every lesson. All staff now use overviews for each Key Learning Area highlighting which of the 8 ways they are incorporating into their units of work. This will be further enhanced by the additional training that all staff will be involved in during 2016 with our LMG. Multicultural Education and Anti-racism In line with the School plan, the school has reviewed its teaching and learning programs this year to ensure that culturally inclusive classroom and school practices are embedded. Further to this our programs foster students understandings of culture, cultural diversity, racism and active citizenship within a democratic, multicultural society. Teachers participated in professional learning and included strategies for embedding multicultural and antiracism education into their teaching and learning programs. Mr Smith taught Cultural Studies to every class during the year. Chinese languages was the main focus for these lessons. A range of strategies have been incorporated in the school s communication with parents and community members from culturally diverse backgrounds. These included; increased use social media, the use of the school App and an Aboriginal worker within the school. As a result, these strategies are strengthening parent and community engagement in school activities. Belmont Public School has a staff member designated and trained as an Anti-Racism Contact Officer (ARCO). The ARCO monitors and addresses any incidents that may have racial discrimination basis. Playground behaviour records, teacher observations and assessments show that the student behaviour demonstrates tolerance and respect for other cultures. Other school programs Sport During 2015, the students from Belmont were provided with a wide range of sporting opportunities. Stage based sport options involved many external activities as well as school based sport options. In PSSA Knockouts and competitions, students from Belmont represented at a school, zone, regional and state level. There were also K-6 initiatives addressing the link between healthy food options and the need for daily, rigorous physical exercise. The following is a summary of these programs.

11 PE Skills Students have followed the Live Life Well program with explicit instruction to fundamental skill development. This has provided opportunity for students to develop skills and confidence to actively participate and develop lifelong commitment to physical activity. Softball The girls and boys teams both played well during the PSSA knockout competition. Both the boys team and the girls reached high levels. We would like to thank Mr. Wrixon who helped coach both teams. Stage Based Sport 2015 again saw a variety of Stage Sport options available to students. Primary students represented the school each Friday in the Macquarie Cup in soccer and netball competitions and also saw the introduction of surfing and the employment of a fitness coach. This wide variety contributed to maximum participation, enjoyment and growth in sport. Soccer Both Junior and Senior Soccer teams competed in the Macquarie Cup. The students involved represented the school with pride and they always played the games in the right spirit displaying teamwork and enjoyment for the game. Special mention also goes out to the families who assisted in weekly transportation as this was really appreciated. Netball The senior and junior netball teams both competed extremely well during the Macquarie Cup. The students also competed in a gala day and the PSSA knockout competition. Intensive swimming This year students were given the opportunity to participate in the School Swimming and Water Safety Program. The program is a learn to swim program that develops water confidence and provides students with basic skills in water safety and survival. The Program provided opportunities for students in year two and year three to attend daily lessons of two hours over five consecutive days. Mr. Lobston and Miss Foley taught the 40 students the essential swimming skills. Fitness Program In term 4 Belmont Public School utilised Departmental Community Funding to provide all students with the opportunity to increase their fitness and positive outlook on life. Mr Todd Ennis was employed to work with students each Friday as part of the schools sporting program. Mr Ennis delivered a high intensity fitness work out to all students. The results of this program has seen 100% of students now participating in sport sessions and an increase in sportsmanship and self-image. This fitness program will continue in 2016.

12 Surfing During term 4, students were given the opportunity to learn how to surf. Students in years 4-6 participated in weekly surfing lessons with the staff from Learn to Surf Newcastle. Miss Foley accompanied the students each week to Blacksmiths or Caves Beach. This program was subsidised by the Sporting Schools Program. Students learnt about surf safety, how to surf, how to interpret different types of waves and beach conditions. GALA days Belmont provided opportunities for student participation in soccer, rugby league, netball and softball GALA days. Premier s Sporting Challenge All classes from K-6 again participated in the Premier s Sporting Challenge. This initiative aims to keep young people fit, healthy and aware of the advantages of living a healthy lifestyle. Student diaries were employed to record healthy activity on a daily basis. Not only did this initiative promote active and healthy life choices, it also resulted in a substantial financial reward to go towards the purchase of new and updated sports equipment and team uniforms for the school. PSSA Knockouts Belmont fielded PSSA Knockout teams in soccer, netball and softball. All teams represented our school proudly and these teams made it through to the later rounds of the knockouts. Representative Sports Belmont students represented in PSSA trials in netball, rugby league and soccer. Belmont again achieved highly at a representative level from zone through to state carnivals. Outstanding achievements were- Nyah Bradley and Brianna Williams. School Carnivals In 2015 our carnivals not only provided opportunities for excellence in sport but, promoted fun and participation for all our students. We began the year with our Year 3-6 swimming carnival at Swansea Pool. Students were encouraged to come dressed in house colours with points awarded for creative and fun costumes that supported house colours and with big cheer squad voices and chants to support their team. Our athletics carnival held at Hunter Sports Centre Glendale provided opportunity for all students from K-6 to participate in a fabulous day including novelty and competitive events. We were again supported this year by our fantastic parents and family members. The Cross country Carnival was held at Barton Oval for all Year 3-6 students. It was a very successful carnival with numerous students making it through to zone representative level and later on Regional levels. Outstanding achievements were: Hannah Jarvis, Tye Worell, Sophia Walton,

13 Performing Arts Programs Music: Count Us In (MCUI) MCUI is Australia s biggest school initiative. With support from The Australian Government, it has run since 2007 and is all about celebrating the value of music education to students development, whoever they are, wherever they are. It involves more than 600,000 students, teachers - and often parents from schools all over Australia who sign up to learn, rehearse, and then perform the same song, on the same day, at the same time. Belmont Public School has been involved in MCUI for the past 6 years. This year all students came together to sing the song as a whole school. STAR STRUCK Star Struck is a performing arts extravaganza presented by the Hunter area of the NSW Department of Education and Communities. Accompanied by Miss McNamara and Miss Montgomery a group of sixteen talented dancers from Stage 3 were selected to participate, performing two dance routines and the primary finale. Parents were actively involved, assisting with transport and sewing our spectacular costumes. Choir Belmont Public School has a choir with over 70 students getting together once a week to learn new songs, rehearse and perform. Mrs Denz is the conductor and each week, the choir are learning new, fun, upbeat songs in which the children love to sing! The choir perform regularly at School assemblies and have a few excursions. They entered Choralfest this year and did extremely well. The choir also performed at Charlestown Square as part of Education Week celebrations. Whole school art show Belmont Public School holds a biannual whole school Art Show. The theme was Illuminate. All K-6 students spent 2 terms creating a variety of art works. There were digital works, canvas art works, sun catchers, glass candle jars and mixed medium works. The students art works were shown at a huge Art Show were families and friends could purchase students works. Each class also created a major art work that was actioned off on the evening of the Art Show. The profits from each major work went to the schools Creative and Performing Arts programs. The auction raised over $2000 dollars. Junior Dance Group Junior Dance group was led by Miss Foley and Miss Young. Twenty four students from Kindergarten to year two practised during lunch times and were selected to perform at the Hunter Schools Dance Festival. The festival has had a long tradition in the Hunter and has gained a thoroughly deserved profile as an outstanding display of dance achievements. The Junior Dance group also performed at the book week celebrations. Guitar Groups Twice a week, Mrs Denz offered free guitar lessons during lunch time for those students who are willing to learn the guitar. During 2015, there were two groups that were taught the guitar a beginners group and an advanced group. They all progressed really well and learnt the ins and outs of playing this instrument.

14 Stage Dance Groups This year saw the introduction and formation of Stage 2 and Stage 3 dance groups. Miss McNamara and Miss Montgomery led these two dance groups. Students learnt dances and contributed to choreography during their lunch times. The students performed at the end of year show case. SRC The Student Representative Council included two students representative from each class K-6 together with 10 Year 6 leaders. Meetings included discussion of issues and areas for improvement around the school. Student Representative Leaders attended a one day workshop where they developed skills in leadership, proposing ideas and creating successful events. The SRC leaders organised creative events such as guessing competitions and out of uniform days to raise funds for a variety of charities. This year our school made financial donations to support Ronald McDonald House, research into Sudden Infant Death Syndrome, support of the Daniel Morcome Foundation and Pink Ribbon Day. Significant Programs Focus on Reading Focus on Reading is an intensive professional learning program for teachers to support the explicit teaching of the key aspects of reading, namely comprehension, vocabulary and reading text fluency. The program draws from a sound research base that justifies the need for these key aspects to be at the forefront of literacy teaching and learning. At Belmont Public School the staff have explicitly taught the students the strategies need to be a great reader. Led by Miss Foley and Mr McIlvenie the staff were all part of a whole school Action Research Project. This project looked at increasing the student s exposure to rich quality texts through mixed K-6 groupings. Each group met twice a week and vocabulary became the focus for each of these groups. L3 Program In our fourth year of implementation, the Language, Learning and Literacy (L3) program again proved successful. In reading, 83 per cent of kindergarten students reached regional targets, many of these far exceeding expectations. Students results in writing have also been very impressive, with 89 per cent of students achieving the writing vocabulary targets determined by the L3 program. Speech Therapy This year, Belmont Public School has provided speech therapy sessions using Resource Allocation Model (RAM) funds. Sessions have been provided on a weekly basis for students from Kindergarten to year 4 who were identified to be experiencing articulation, expressive and receptive language difficulties. In addition to improving student learning outcomes across all KLAs, the reports and references provided by Harmony Speech Pathology have been valuable sources of evidence to support the application for funding process for students with additional needs. This program will be continued in Reading Recovery This year the Reading Recovery Program has seen amazing results, with 100% successful completion from students entering the program. In addition to meeting, and in some cases exceeding, expected reading and writing levels for year 1, these students have gained confidence and are more readily engaged in all learning activities in their classrooms. Technology Technology remains a strong focus for our school. A number of initiatives were implemented in The employment of a specialist ICT teacher to assist staff and students was beneficial. This role will continue in Our 50 ipads continued to be utilised across the school and the addition of paid apps has assisted with providing a rich educational focus for these devices.

15 YOU CAN DO IT You Can Do It is our values program implemented throughout the whole school. As a result of this program there has been a more consistent approach to planning and implementation of lessons across the school, students are more settled and learning opportunities have increased. Rock and Water Rock and Water is aimed to help our primary students develop the social skills required to achieve an equal balance of happiness and high standards of academic success whilst in a school environment. The program has a very positive approach and focuses on the qualities and developmental tasks that young people face when growing up. Nowadays, living in rapidly fast changing society, there is a desperate need for guidance of youth in finding their way to happiness, real strength and meaningfulness. Rock and Water focuses on key concepts including but not limited to; building confidence, friendship, respect, appropriate decision making and fairness. Mr Lobston led the Rock and Water program this year. SNACK SHACK A need to increase the services of the canteen, in supplying students with healthy food choices into recess time, was identified. Previously the school canteen closed after lunch due to a lack of volunteers. Following discussions with P&C and consultation with canteen staff it was decided a trial period would occur. Operated by the canteen supervisor, a staff member and six year 6 students the canteen opened one recess per week. To build interest and excitement, a competition to name the service involved the whole community. As a result school students are now provided with an additional opportunity to purchase healthy recess snacks through the Snack Shack. Year 6 students are given additional leadership opportunities within the school, developing their mathematical and customer service skills as well as giving them the opportunity to engage in the process of business development through menu planning and advertising. The Snack Shack has proven profitable and beneficial to students, and will continue into Seasons for growth At Belmont Public we deliver the Seasons for Growth is a program for children, young people or adults who have experienced significant change or loss. The program is based on the belief that change, loss and grief are a normal and valuable part of life. Students examine the impact of changes such as death, separation, divorce, and natural disaster upon our lives, and explore how we can learn to live with and grow from these experiences. The core intentions of this program are the development of resilience and emotional literacy to promote social and emotional wellbeing. The program is educational in nature and is delivered by two qualified and trained teachers, Mrs Roberts and Mrs Thacker. The teachers use the imagery of the four seasons to illustrate that grief is cyclical, not a linear journey with a clear end. Peer support is a key element of the program, and confidentiality is strongly emphasised. Public Speaking Belmont Public School was fortunate to hold two separate public speaking final competitions which showcased a variety of student talent internally and externally. Students were competent in preparing and executing oral presentations based on a free choice subject and on a separate occasion, a multicultural topic relevant to today s society. At Belmont Public School we see public speaking as a way to help students improve self-confidence, gain better ability to listen, improved memory, writing and reading skills, improved interpersonal and socialisation skills and the ability to negotiate and communicate. We also had two debating teams this year providing students in stage 3 with an opportunity to participate in an experienced competition, Premier s Debating, or as beginners with specific training, through the East Lake Macquarie competition. Each team were coached in debating skills and exposition writing and as a result experienced some success in close and challenging debates. Students were provided with opportunities to meet and debate against students from district skills and were given explicit feedback by qualified adjudicators. The East Lake Macquarie debating competition was won by our Year 5 debating team.