BRIGHTON-LE-SANDS PUBLIC Annual School Report 2013 1358
School context Brighton-Le-Sands Public School is situated in the Southern Suburbs of Sydney. Having grown from 300 to over 750 students in the last 14 years, Brighton is renowned for its outstanding academic, welfare, sporting and performing arts programs. The successes of these programs have attracted many applications from non-local enrolments. Many of the students are from language backgrounds other than English. Principal s message 2013 was another outstanding year for Brighton- Le-Sands Public School with students achieving continued academic growth across all Key Learning Areas, sporting success and performing arts highlights. These successes are described in more detail elsewhere in this report. The school has a strong culture of providing proactive and positive Student Welfare programs. These successful programs have provided a safe and caring learning environment. Curriculum. ACARA has requested that Brighton be involved again in 2014 as the National Curriculum is expanded across more subjects. Brighton-Le-Sands continued to support the emerging Bayside Learning Community by attending meetings designed to develop closer links between the local High Schools and their feeder Primary Schools. This resulted in sharing of information and demonstration lessons between teachers of the various schools and the expansion of the programs designed to provide student extension in identified priority areas. The school attempts to continually improve the physical learning environment for the students. In 2013 a wireless network was installed across the school providing more access to the technology that is vital for today s modern teaching and learning. New sporting equipment was purchased and improvements were made to the grounds and several of the buildings. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school s achievements and areas for development. Ian Power Improving teacher quality is a priority at Brighton-Le-Sands. The foci of 2013 s Teacher Professional Learning were: Gifted and Talented Education, The National Curriculum and Utilising Technology in the Classroom. These areas were addressed in the context of the NSW Quality Teaching Framework. The expertise of the staff at Brighton-Le-Sands was recognized by the Australian Curriculum, Assessment and Reporting Authority who requested that staff provide exemplary lesson demonstrations. These lessons were videoed and have been included in teacher professional learning for the introduction of the National 1
P & C message My first year as President has been a rewarding one for me. With support of the P&C Executive and the parents and families of the school, the P&C was able to help the school to make Brighton-Le-Sands a great place to learn. We have supported the school programs across many areas donating $45 000 in 2013 to the school. This was used to maintain the vegetable garden, support student achievement, purchase new technological resources, assist the Performing Arts and Sports programs and to improve the school surrounds. The review of the school uniform was completed with many families opting to change over straight away. P&C Meetings are held on the second Wednesday of each month and parents are always welcome to attend and be part of the decision making process. Thank you to the all the parents and staff for your tremendous support throughout the year. Jo Singh Student representative s message As the 2013 Brighton-Le-Sands School Captains, it has been a privilege to experience what this spectacular school has to offer. 2013 has been a very busy year. We have achieved great results in academic, performing arts and sporting domains. This year, our school has significantly improved physically. New additions include: new handball courts, sporting equipment and wireless internet connection for the whole school. This year, our students have had many exciting experiences such as Year 5 camp to Bathurst and Year 6 camp to Broken Bay. Students at Brighton Le Sands have also had excursions to various places such as IMAX, Wildlife World, and an excursion to a rainforest in the Royal National Park. A number of students in stage 3 were also selected to participate in various enrichment programs at Moorefield Girls and James Cook Boys High Schools who are part of our Bayside Learning Community group of schools. These include enrichment programs in Visual Arts, Technology, Science and Cooking. For the first time we have participated in the Premiers Spelling Bee, Premiers Sporting Challenge and the St George Performing Arts and Music Festival. We were very fortunate to have our school aerobics team win the national competition in Queensland. This year, at the Year 6 mega fete, the students raised over $11,000. The money from the fete paid for our Year 6 Farewell, a subsidy for Year 6 Camp and a gift for the school for future students to enjoy. We would like to thank the following people. Firstly, we would like to thank all the teachers for all of their diligence and dedication to our great school. We would also like to thank the P & C for donating money on various occasions and supporting our school. On behalf of the 2013 leadership team (which also consisted of exceptional prefects, Rocky, Hoyori, Zoe and Nicholas) we wish the 2014 prefects and captains all the best when they lead this great school. To all our fellow Year 6 students, best wishes for high school and your future endeavours. Jahan and Olivia 2013 Brighton-Le-Sands Public School Captains 2
State DEC Region School Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student attendance profile Student enrolment profile Year 2009 2010 2011 2012 2013 K 96.5 95.2 95.7 95.1 95.0 1 95.3 94.9 95.3 95.3 95.1 2 95.8 94.1 95.3 94.7 95.2 3 96.5 95.5 94.7 96.4 96.3 4 95.6 96.9 95.7 95.0 95.8 5 93.9 95.7 96.1 95.5 94.3 6 94.1 94.8 94.4 96.1 95.1 Total 95.5 95.3 95.3 95.4 95.2 K 95.4 95.8 95.9 95.3 96.0 1 94.9 95.3 95.2 94.9 95.4 2 95.1 95.5 95.3 95.2 95.7 3 95.2 95.4 95.6 95.3 95.7 4 95.1 95.6 95.4 95.3 95.6 5 95.3 95.6 95.5 95.3 95.6 6 94.5 94.8 94.8 94.7 94.8 Total 93.7 95.4 95.4 95.1 95.6 K 94.3 94.7 94.7 94.3 95.0 1 93.7 94.2 94.2 93.9 94.5 2 94.0 94.4 94.2 94.2 94.7 3 94.1 94.5 94.4 94.4 94.8 4 94.0 94.5 94.3 94.3 94.7 5 94.0 94.4 94.2 94.2 94.5 6 93.6 94.0 93.8 93.8 94.1 Total 92.1 94.4 94.3 94.2 94.7 3
Management of non-attendance Class Sizes and Composition Attendance rates have remained consistent over a period of time. Brighton-Le-Sands Public School has a strict attendance policy in line with DET regulations. Student s bi-annual reports contain data for each student s attendance and punctuality. Records are kept of late arrivals early departures, full day absences and long term absences. Class teachers are vigilant in following up unexplained absences. Attendance concerns are followed up by a Deputy Principal and ongoing consultation with the Home School Liaison Officer is part of our Learning Support Team policy. The school has a comprehensive system for monitoring student attendance and contacts parents regarding unexplained absences. Roll class Year Total in class Total per year KBLUE K 21 21 KGREEN K 20 20 KORANGE K 20 20 KPURPLE K 19 19 KRED K 21 21 KYELLOW K 21 21 1C 1 23 23 1G 1 23 23 1S 1 22 22 1T 1 24 24 1W 1 24 24 2B 2 23 23 2H 2 24 24 2S 2 22 22 2V 2 23 23 2/3J 2 10 25 3 15 25 3A 3 28 28 3P 3 30 30 3S 3 28 28 4A 4 29 29 4E 4 29 29 4G 4 28 28 4/5M 4 16 27 5 11 27 5/6B 5 16 29 6 13 29 5/6C 5 17 30 6 13 30 5/6D 5 15 30 6 15 30 5/6L 5 18 30 6 12 30 5/6P 5 16 29 6 13 29 5/6S 5 17 30 6 13 30 K/1H 1 8 20 K 12 20 4
Workforce information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies. Following retirements and growth in the school enrolment, the school welcomed 5 new permanent staff members in 2013. Workforce composition Position Number Principal 1 Deputy Principal(s) 2 Assistant Principal(s) 4 Classroom Teacher(s) 30.3 Teacher of Reading Recovery.8 Learning and Support Teacher(s) 1 Teacher Librarian 1.2 Teacher of ESL 2.4 School Counsellor.45 School Administrative & Support Staff 4.79 Total 47.94 The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce. 2% of the Brighton-Le-Sands staff identify as Aboriginal. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 100 Postgraduate 63 NSW Institute of Teachers Accreditation 25 Date of financial summary 30/11/2013 Income $ Balance brought forward 285126.45 Global funds 388968.72 Tied funds 137321.93 School & community sources 375258.68 Interest 9978.85 Trust receipts 45592.80 Canteen 0.00 Total income 1242247.43 Expenditure Teaching & learning Key learning areas 86289.99 Excursions 79490.60 Extracurricular dissections 120412.89 Library 13714.24 Training & development 51596.82 Tied funds 109959.15 Casual relief teachers 147561.45 Administration & office 95673.77 School-operated canteen 0.00 Utilities 65345.94 Maintenance 42786.58 Trust accounts 45398.28 Capital programs 83868.65 Total expenditure 942098.36 Balance carried forward 300149.07 A full copy of the school s 2013 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school. 5
School performance 2013 Percentage of Year 3 students achieving at or above minimum standard Reading 98.9 Writing 98.9 Spelling 98.9 Grammar & Punctuation 98.9 Numeracy 98.9 Percentage of Year 5 students achieving at or above minimum standard Academic achievements 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. Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5) The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data. Reading 99.1 Writing 99.1 Spelling 100.0 Grammar & Punctuation 100.0 Numeracy 99.1 Other achievements Arts Brighton-Le-Sands Public School has a well-deserved reputation for outstanding Performing Arts Programs. This is the result of an emphasis on participation and the enhancement of the individual talents of our students and the willingness and expertise of the staff to develop high quality programs. Brighton s choirs and dance groups again performed during Education Week and at the Hurstville Zone Music Festival. One student was successful in gaining a position in the State Dance Ensemble, performing in the School s Spectacular Concert. 6
The School s Aerobics teams competed at local, State and Australian Championships achieving Gold at the Australian titles. The Visual Arts skills of our students were recognized by art works from our school being selected for display in the Not Just A Brush Exhibition. School at the zone Swimming, Cross Country and Athletics Carnivals and also Champion School in Cricket. The school also participated in Milo Cup Cricket and Rugby League Knockouts provided by the St. George Leagues Club. Brighton were St George All Schools Champions. Sport At Brighton-Le-Sands the achievement of individual improvement is paramount. This is reflected in the school s continued success in sporting activities in individual and team events. Staff work with the students to improve skills in all areas of sport. Our Primary School Sport program encompasses skill development in the major areas of Football, Basketball, Dance, Gymnastics, Fundamental Movement Skills, Tennis, Athletics, Water Safety, Bike Education and Swimming. Some of these activities are provided by a paid provider. The Infants Sport Program includes Fundamental Movement Skills, Swimming (Kinder) and Ball Skills. In 2012 the School introduced a K-2 Athletics Carnival which was well supported by parents. The Kindergarten Classes participated in the Premier s Sporting Challenge. The school competed in all Botany Bay PSSA Team Sports and Carnivals. Brighton- Le-Sands was named Champion Aboriginal education Aboriginal education is implemented as a perspective across Key Learning Areas. We are committed to educate all students about Aboriginal Australia through specific activities in literacy, numeracy and creative and practical arts. All classes held special activities to celebrate NAIDOC Week. Teachers will continue to receive training on the Aboriginal Education Policy with the aim that we will see an increase in Aboriginal perspectives within teaching and learning programs. In 2013, an Aboriginal education team was established to support staff and student awareness of Aboriginal Education. A native plant garden was established with the support of the P&C to enhance the teaching of Aboriginal culture. In 2013 we have implemented Individualised Learning Plan for indigenous students aiming to increase and monitor each child s performance. The school s Aboriginal students performed at or above the average for their grades. 7
Multicultural education Brighton-Le-Sands Public School is proud of the many and varied backgrounds that our students have. We celebrate their heritage in all classes on a regular basis and at a special community day on Universal Children s Day. School planning and evaluation 2012 2014 Members of the various communities are welcomed on this day and share part of their culture with the school. All students are encouraged to come dressed in their national costumes or wear clothes with the colours of the family's country of origin. Parents send traditional plates of food delicacies to school which are shared among the students across each Stage. Each year specially designed cultural studies units of work are undertaken by all classes. The Study of Another Culture program supplements the Greek native speakers program. Community Language The Department of Education provides a full time Teacher to support the Greek Language background of many of our students. The Greek Government also provides a one day per week Teaching Assistant to assist in the classes. All students in Years 1 and 2 participate in Greek Language lessons. Native speakers in years 3-6 continue to receive Greek lessons. School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: Staff evaluation of school performance data and the development of appropriate teaching programs to address identified needs. Strong supervision processes are in place to monitor the teaching programs delivered to the students. Executive monitoring of staff performance through the Teacher Assessment Review schedule matched to Institute of Teachers Standards. 8
School planning 2012 2014: progress in 2013 School priority 1 Improve student growth in Reading, Grammar and Writing Outcomes from 2012 2014 Evidence of progress towards outcomes in 2013: Greatly improved NAPLAN results for Year 5 in writing. Teachers enthusiastically introducing new writing techniques. Additional support and training provided to students with special needs in reading through Reading Recovery. Extensive staff professional earning was carried out to prepare to for the introduction of the National Curriculum. Strategies to achieve these outcomes in 2014 Reading seminars to be held for parents. Continued support provided to targeted students from specialist teachers. Professional Learning undertaken by teachers, including linking with Bayside Learning Community. School priority 2 Improve student growth through improved teaching of Mathematics Outcomes 2012 2014 from Evidence of progress towards outcomes in 2013: Reciprocal numeracy strategies implemented into the teaching and Learning programs across the school. Staff developing more individualized lessons designed for the students in their class, not designed to complete the textbook. Strategies to achieve these outcomes in 2014: Reciprocal Numeracy strategies embedded in all classes. Maths text books discontinued leading to more individualized preparation by teachers. Mathletics utilized in all classes. Analysis of whole school areas for development identified through NAPLAN results. School priority 3 All staff to be utilizing Quality Teaching Strategies across all KLAs Outcomes from 2012 2014 Evidence of progress towards outcomes in 2013: Teachers utilizing a team based approach to develop teaching programs. Differentiated lessons being delivered across all grades. High levels of teacher satisfaction with Professional Learning strategies. Strategies to achieve these outcomes in 2014: Continued Professional Learning provided with various groups of teachers appropriate for their level of expertise. Experienced mentors to be assigned to beginning teachers. Leadership Teams to be expanded to provide additional support to staff. 9
Professional learning During 2013, Brighton-Le-Sands Public School focused upon the continuation of professional learning in gifted and talented education. Staff were given strategies for identifying gifted and talented students and catering for the needs of gifted learners through curriculum differentiation. BLSPS staff were supported in continuing to implement a whole school thinking skills program. A further focus area was in literacy. K-2 staff were engaged specifically in a Best Start Comprehension Project which explored developing students reading comprehension skills. Priority was also given to supporting staff in the implementation of the new English Syllabus. Staff worked collaboratively to develop a whole school scope and sequence in the teaching of English and will be able to competently address the new outcomes and content in this syllabus. Professional learning in teaching visual literacy strategies to students was another area of development. Information Communication Technology integration into classroom practice was a focus. Teachers were provided with whole staff sessions and sessions designed for individuals and groups of teachers depending upon their individual skill and experience level. Mentoring by colleagues was facilitated and encouraged. A whole school scope and sequence of student skills was developed and introduced to the staff. Parent/caregiver, student, and teacher satisfaction In 2013, the school sought the opinions of parents, students and teachers about the school. Parent feedback was sought through regular P & C meetings and a suggestion box located in the administration block foyer. Student feedback and suggestions are obtained through class meetings, with all information being passed on by class SRC members. Teaching staff work collaboratively across Stage teams. There is an open agenda for communication and staff feedback is constantly sought through Stage team meetings and whole staff meetings. Staff surveys provide useful feedback on professional development requirements, teaching and learning programs and school management. Throughout the year parent and community feedback is collected through a variety of methods including letters, emails, telephone calls and surveys. 10
Program evaluations Background Brighton-Le-Sands Student Leadership practices had not been reviewed for many years. A new process for selecting Student Leaders was developed and implemented. The new process did not meet the expectations that we had planned. Findings and conclusions The process was too involved to implement properly. Refinements were made to ensure that the 2013 procedures for 2014 were completed in a timely fashion. Future directions Staff, school and community involvement will be sought to streamline the procedures for future implementation. About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Ian Power Tracey McKinniery Justine Williams Jo Singh Principal School contact information Brighton-Le-Sands Public School 35 Crawford Road Brighton-Le-Sands 2216 Ph: 9567 5449 Fax: 9556 1660 Deputy-Principal Deputy-Principal President BLSPS P&C Email: brightonle-p.school@det.nsw.edu.au Web: http://www.brightonle-p.schools.nsw.edu.au School Code: 1358 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: https://detwww.det.nsw.edu.au/highperformance/annual-school-reports 11