Blackwell Public School Annual Report

18 Pages·2016·1.24 MB·English

by  Belcastro, Antonietta

Blackwell Public School
Annual Report

2015

4559
Introduction
The Annual Report for 2015 is provided to the community of Blackwell 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.
Kris Hudswell
Principal

School contact details:
Blackwell Public School
Blackwell Ave
St Clair 2759

www.blackwellps.com.au
[email protected]

Phone -0296705080

Message from the Principal and P & C President
You can improve our school!!!
Would you like to see changes in the way Blackwell Public School works?
Would you like your voice to be heard?
The Blackwell P&C is an effective way to make this happen.
Our P&C has regular, monthly meetings aimed at listening and offering suggestions on how best to improve our
school. We aim to give accurate information about the running of our school, as well as, hear about parent
concerns and or suggestions. We try to keep abreast of departmental policies and emerging concerns, as well as
being proactive in local council and political issues.
We attempt to provide regular parent workshops prior to each meeting in the hope of addressing parent interests
and or issues. Attendance at these workshops was not particularly impressive but was enough to keep the format
going. We will hold other workshops and hope that more parents take the opportunity to come along. Our first
was to introduce our new Aboriginal teacher who worked each Friday with our Aboriginal students. Special
invitations were sent home to all our Aboriginal families and was well received. I hope that this venture will
produce some exciting new initiatives for our school.
It works both ways.
Ideally, Blackwell, as a large school, with over 6oo students, should have a large parental representation at P&C
meetings. This is essential if we are to respond to parent issues. Just how we attract new parents or encourage our
silent majority continues as a primary focus.
Our aim is to listen and support our P&C as we continue to steer the school in a positive educational direction.
School background
School vision statement
To deliver education that inspires students to succeed, fosters high expectations and prepares them for
positive participation in a challenging society.

School context
Blackwell has 604 students enrolled in 24 classes. Our school operates in stage groups.

“Good Manners, Good Learning and Good Thinking” underpins our school’s expectations. We expect our
students to demonstrate these qualities at all times, in all situations. We also promote seven virtues- honesty,
patience, self -discipline, kindness, tolerance, responsibility and respect at all times.
Blackwell offers a wide range of curricula choices including sports, guitar, martial arts, debating, public
speaking, choir and dance groups.

We also have a strong, positive student welfare policy that supports all our students and families. Up to date
technology including Smart boards, laptops and i-pads are an integral part of the day-to-day learning of our
students.

Our school is well established with attractive surrounds and ample opportunities for creative play.

Self-assessment and school achievements
Blackwell has a well-established and active partnership and works collaboratively to ensure the
continuity of learning for students.
• Staff planned units that reflected learning outcomes and skills for students within and across stages.
• STEPS (ST Clair Erskine Park Schools) involvement enables staff to share and develop programs that are
of benefit to the wider community and provides opportunities for professional discussion.
• Regular entry of data and school based tracking allows for quick identification of areas of concern and
student needs.
• Student profiles are kept with samples of work and testing and assessment tasks to assist staff with
programming.
Performance for equity groups within the school is comparable to the performance of all students at
the school.
• Students are tracked and results indicate that our different cohorts, including gender groups and
students from non -English speaking backgrounds, perform in a similar way to the larger school stage
population.
• Aboriginal students at Blackwell compare favorable to the other school groups.
• Personalised Learning Plans are in place for all students and involve students, staff and parents in
their formation. All students are required to articulate personal goals for the year and processes are in
place to support and monitor these plans.
• Individualised learning plans are in place to assist identified students with NAPLAN and school data
used to highlight areas for support.
Teachers regularly review learning with each student ensuring all students have a clear
understanding of how to improve their learning
• Students set individual goals with staff and parents monitoring progress and providing assistance with
strategies and opportunities to reach these goals.
• Self-reflection strategies have been a major focus in our school planning. Opportunities have been
provided for staff to develop and share examples.
• Assessment tasks have been developed to give greater indications of students’ strengths and
weaknesses.
• Learning support personnel and programs have been refined to assist staff with early indentification of
student concerns and implementation of effective solutions.

Teachers collaborate within and across the stage to ensure consistency of curriculum delivery
including strategies for differentiation and consistency of teacher judgment
• Staff have designed matrices to assist students with what is required for attainment of skills and
concepts.
• Consistency of teacher judgment has been supported by common agreed year tasks and marking to
enable staff to monitor assessment tasks and rankings where needed.
• Plan data and regular monitoring of work samples have ensured staff is agreed upon results. Testing and
observations are included to give a more consistent overview of students’ progress and attainment of
skills.
• Evidence of thoughtful differentiation has become part of the general monitoring of class and group
activities.
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 looking at collaborative and effective classroom
practices. We used the elements of the School Excellence Framework to guide our discussions and
findings.
Areas for focus included
• Teaching /Learning programs which aim at explicit teaching. Each lesson to have a defined
purpose and students to be self –reflective;
• Evaluation processes to be regular and matched to student assessment tasks;
• Constructive feedback to be part of the learning for staff and students;
• Formal staff mentoring and coaching procedures to be introduced with agreed goals and
targets;
• Accreditation processes to be supported across the school;
• Class observations used to highlight and improve teaching practices and
• Professional development plans used to guide staff with school, stage and individual goals.
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.
Future directions will include
• Teachers understand and implement Professional Standards and teaching requirements as
part of the School performance;
• Teaching staff share and demonstrate expertise;
• Display a high level of content knowledge and teaching practices and rely on evidence based
teaching strategies and
• Staff demonstrating personal responsibility for maintaining and developing their Professional
Standards.
Strategic Direction 1
Blackwell will deliver quality teaching and learning programs to equip students with the necessary literacy
and numeracy skills to be successful 21st century learners.
Purpose
To support all students to reach their potential in becoming competent in literacy and numeracy. This will be
achieved through the development of whole school programs, increasing teacher capacity and engaging
students with meaningful learning opportunities.
Overall summary of progress
This section describes the school’s ongoing self-assessment, reflection processes and progress for Strategic
Direction 1 of the School plan. It draws on a comprehensive range of evidence to demonstrate school
achievements.
School based results for Literacy in the early stages indicate that 85% of our students are reaching targets in
reading and writing. New spelling methods will be trialed in additional classes during 2016 as staff is keen to
look at new methods of delivery and teaching.
Comprehension skills, especially inferring and predicting skills, will continue to be a focus in 2016.
Teaching/Learning programs will concentrate on explicit teaching strategies with particular emphasis on
differentiation.
Home reading will operate across all stages with the introduction of a new computer program WUSHKA.
Numeracy Support through “A learning Place” has been provided to students, staff and parents. Carol
Spencer has provided a greater understanding of how students acquire numeracy concepts and has provided
staff with the means of delivering effective lessons and programs.

Resources
Progress towards achieving improvement measures
(annual)
<$>
Improvement measure Progress achieved this year
(to be achieved over 3
years)
$20 000
Literacy NAPLAN levels Students were matched against Stage reading
to be at or above state benchmarks to ensure year cohort was performing at age
with a greater school appropriate levels.
proportion in the top
Support in place with peer tutoring, Reading Recovery
bands.
programs and parent assistance in the early years. Older
students have access to individualized reading programs.
Technology in the form of Reading Eggs and Reading
Express is also used to support classroom practices.
Trial spelling program “Words their Way” in place to
support students with why words are spelt and the
background behind spelling rules
Writing overview in place to assist staff with consistency
of teaching judgments and scoring proforma used to Pro
assist students with differing text types and their fess
structure. ion
Home activities include daily reading and access to al S
technology applications such as Reading Eggs and Study
Ladder.
NAPLAN and school data were used to support school
based decisions.
$20 000
Numeracy NAPLAN Blackwell has invested in a whole school professional
levels to be at or above development program with ex Mathematics consultant,
state with a greater Carol Spencer, called “A Learning Place.”
school proportion in
Classroom demonstration lessons, explicit teaching
the top bands.
strategies, assessment tasks, journal records, staff and
parent workshops, have all focused on place value and
number patterns.
Students were tracked using PLAN data and intervention
programs used to support identified students.
TEN (Targeting Early Numeracy) strategies were part of
the daily teaching program for all students.
Resources, with an emphasis on practical activities, have
been supplied to each class.
NAPLAN and school data were used to drive programs
and as a focus for whole school programs.

Next steps
This section includes future directions for 2016 and ensures the 3-year plan remains on track to provide high
quality educational outcomes.
In 2016 our Literacy focus will concentrate on classroom reading strategies using a new computer program
WUSHKA.
The trial spelling program will be extended to include classes from each of the stages. Parent workshops will
be conducted on both these literacy programs.
In Numeracy we will continue to work with Carol Spencer to up skill our staff and students in Problem
Solving strategies.
Additional support will be offered to our new staff and further parent workshops in Numeracy will be
conducted early in the new year.
Strategic Direction 2
Blackwell will develop effective partnerships to ensure our students become successful learners, confident
individuals and good citizens.

Purpose
All Students are highly motivated, engaged learners who demonstrate greater resilience and well-being
skills.

Overall summary of progress
This section describes the school’s ongoing self-assessment, reflection processes and progress for Strategic
Direction 2 of the School plan. It draws on a comprehensive range of evidence to demonstrate school
achievements.
Motivated, engaged learners who show resilience and improved well being skills was evident within
classroom and playground behaviours. There was a decrease in issuing classroom and playground behaviour
slips with a decline in the number of students attending detention over the year. With the introduction of
“How Big is Your Problem?” strategy across K – 6 and continuation of the Bounce Back program in classes,
students began developing greater self- responsibility in solving issues and in becoming more resilient,
especially for minor incidents.

SStaff developed an expanded repertoire of differentiation and thinking tools strategies for implementation
into their class programs after professional development with Ralph Pirozzo. As a result of this, the students
are beginning to use the strategies taught which has helped develop their engagement and interaction in
their learning. Staff shared tools and ideas of what is successful in their class. An off shoot of this was the
introduction of Genius Hour, Discovery Time and Coding Club. Flexible learning environments were
considered later in 2015. This is an area that Blackwell may develop further in the future. Staff and teachers
have become more confident and proficient in the use of laptop, iPad and iMovie applications. Technology
to enhance learning is becoming embedded in classroom programs. Students have developed greater
expertise and knowledge in the use of technology.

Sports in Schools was introduced as an integral part of the PDHPE program with a focus on cooperation,
team work and resilience. Students were engaged and highly motivated so this program will continue in
2016 where more feedback and conversation around resilience will be introduced. The Jigsaw program for
students from separated and divorced families did not eventuate in 2015 as Blackwell was not considered
eligible to be part of funding.

Social Skills groups were established for identified students in Stage 1, 2 and 3. The Stage 2 and 3 groups
visited a local preschool where students were able to interact and help the younger children in their
activities. Explicit teaching of strategies to co-operate, be a friend and managing emotions was also a
successful component of this program. This program will run again in 2016.

Playground areas were reallocated in 2015. A Quiet Area was established providing students with quiet
games and activities during recess and lunch. With greater resourcing of outdoor play equipment and
puzzle solving activities, students will be positively occupied during playing times in 2016.
Resources
Progress towards achieving improvement measures
(annual)
<$>
Improvement measure Progress achieved this year
(to be achieved over 3
years)
$35 000
Processes, structures School and class expectations known and followed by
and activities that students and parents. Code of Conduct Booklets and
cater for the well - anti bullying pamphlets embedded in establishing
being of students are routines at the beginning of the year.
embedded in school
Licenses and Privilege days continue to be successful.
culture.
End of year activities rewarded student positive
behavior- there being an increase in positive behaviour.
Point system reviewed. Data from collection of blue and
white slips used to note decrease in behaviours.
Peer tutoring embedded into school routines.
SRC program continues to raise awareness and fund
raising for community projects. Profile as a SRC member
has increased.
Establishment of Quiet Area with suitable resources for
alternate activities.
Sport in Schools Program received positive feedback
from both students and teachers. Students
demonstrated greater awareness and capabilities in
working together as a team.
Social Skills program established to target Stage 2 and
Stage 3 students. This extended into Stage 1 while there
was a turnaround of students entering the program
across the year.
Martial Arts groups continued to be successful, having 2
groups and extending into working with students from
Stage 1.
$16 000
Classroom programs Bounce Back Units were completed however a crowded
reflect increased curriculum and time was determined by staff to be a
engagement in learning deterrent in implementing this program.
by students.
Staff participated in professional learning in
differentiation, thinking tools, reflection and goal setting
processes for students. Classroom programs reflected
this. Staff shared successes and practices.
All students kept a reflection journal and teachers were
consistent in reflecting on student work. Students made
new goals of learning for each semester.
From data collected by teachers and students it showed
these practices were becoming an established process in
learning while students commented on being happy,
having fun and enjoying school.
Some classes are looking into more flexible learning
areas with more innovative use of furniture and set up of
classroom environment.
Next steps
This section includes future directions for 2016 and ensures the 3-year plan remains on track to provide
high quality educational outcomes.
In 2016 the Bounce Back Program will be reviewed and condensed to a more workable program integrated
with existing units taught, with particular focus on Bouncing Back, Bullying and Relationships.The
Expansion of repertoire of Thinking Tools, introducing Genius Hour, consolidating Discovery Time and
Coding Club; and looking into flexible learning spaces will enable students to continue to be highly
motivated and engaged learners.
Sport in Schools Resilience program across K – 6 will continue into 2016. The introduction/trial of The
Second Step Program into Early Stage 1 will help students to develop emotional intelligence through self -
awareness and management, problem solving and monitoring of behaviours. Social skills groups
established to meet needs of those students with behavioural issues.
Rotation of new activities to be used in the Quiet Area on a regular basis. Area 4 redeveloped with sand pit
and log area and construction of sails shade area.

Differentiation Bounce Back Program
Strategic Direction 3
Blackwell will embed quality leadership and staff capabilities within a supportive and caring environment

Purpose
To build strong relationships as an educational community by leading and inspiring staff to challenge
themselves as professional members of the teaching profession.
Overall summary of progress
This section describes the school’s ongoing self-assessment, reflection processes and progress for Strategic
Direction 3 of the School plan. It draws on a comprehensive range of evidence to demonstrate school
achievements.
Staff are competent and confident to accept additional responsibilities both within and school and across
the wider STEPS Learning Community.
Within the school there is a supportive and caring environment that enables staff to undertake new roles
such as mentors or coaches. There is a willingness to share and demonstrate expertise in a wide range of
fields.
Staff accepted new teaching challenges and are confident to change stages.
New technologies and methods of delivery are trialed and refined with support readily given.
Innovative practices have been introduced such as the senior Coding Club, Discovery Time and Genius
Hour.

Resources
Progress towards achieving improvement measures
(annual)
Improvement measure Progress achieved this year <$>
(to be achieved over 3

years)
Greater opportunities for Additional staff accepted leadership roles within the $16 700
Leadership roles within school.

the school and wider
Staff undertook mentoring and coaching responsibilities
community.
to support beginning teachers. Review of existing
school programs was also undertaken.
Establishment of STEPS executive group to provide
opportunities for professional dialogue and sharing of
expertise.
Parent and staff workshops conducted across a broad
range of topics.
Staff meetings and professional sessions were delivered
by staff on common or agreed topics.