2018 marie bashir public school annual report€¦ · marie bashir public school annual report 2018...

Marie Bashir Public SchoolAnnual Report

2018

4652

Printed on: 1 April, 2019 of 20 Marie Bashir Public School 4652 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Marie Bashir Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Jacqueline Attard

Principal

School contact details

Marie Bashir Public School159 Albert RoadSTRATHFIELD, 2135www.mariebashir-p.schools.nsw.edu.aumariebashir-p.school@det.nsw.edu.au87364400

Message from the Principal

It is my pleasure to present to you the fifth Marie Bashir Public School Annual Report.

The Annual Report for 2018 showcases the school's achievements. The school has set goals via a 3 year plan in orderto shape the students in our care. It also reflects the ongoing commitment of our school community to the school's visionand Educational practices.

An emphasis on developing the academic, physical and emotional wellbeing of students is paramount to our corebusiness.

The school community engages professionally and collaboratively to ensure students are provided with diverse anddifferentiated learning experiences.

The school's staff and support staff are committed to school improvement via professional learning to broadenknowledge and skills in teaching and learning. Staff commitment beyond the classroom has also ensured extra curricularactivities such as reading club, chess, gardening club, dance, debating, interschool sport, choir, recorder ensemble andorchestra meet the diverse needs and interests of our students.

Education is evolving quite rapidly in a technologically creative world. As a result, the focus of the school's Plan for2018–2020 is on developing future capabilities. Creative programs such as STEM, specialist science and musicteachers, support staff such as English as a second language and or dialect (EAL/D) teachers as well as our learningand support teacher (LAST) facilitate student learning and successes. Mentors are sourced from the wider community towork with Marie Bashir Public School staff and students. I thank Dr Kathy Rushton (English Education Specialists) fromSydney University, Chrissy Monteleone (Mathematics Education Specialist) from Australian Catholic University, theSydney Theatre Company, Atlassian and University Of New South Wales for their contributions to training staff as well asout teaching and learning programs.

The remarkable work of our administration staff, the parent community, ACU speech therapy students, Year 10 studentsfrom St Patrick's College Strathfield for facilitating "My Science", staff and students from Strathfield Girls High School andHomebush Boys High School for liaising with Marie Bashir Public School to continue the Linkages Program for our Stage3 students.

The Parents and Citizens Association has been imperative in securing extra resources for our school programs. Theyhave secured the grant from the Packer Family and Crown Resorts Foundation. This will ensure the purchase of artresources as well as the employment of a specialist art teacher in 2019. The hours the P & C commit to: meet formallytwice a term, organise school events such as the school fair, cover library books and run the uniform shop are notimmediately apparent to the wider community. The students and staff are most grateful for their time and contributions.


The continued partnership with the entire school community will contribute to building the capacity of all students as wellas prepare our students to be successful and well–rounded citizens.

Jacqueline Attard

Message from the school community

I am pleased to present my President's annual report to the 2018 AGM highlighting our achievements in 2018.

Our key achievements include: • Increased participation in the P&C, this is the first year we have had a full P&C Executive Committee of 11 valued

volunteers. • Hosted "Tea & Tissues" for new parents and kindergarten parents at the start of the school year. • Attended NSW P&C Federation's State Conference in Parramatta. • Reviewed and streamlined our Uniform Shop business operations. • Revitalised our website and online Uniform Shop. • Funded the purchase of additional reading and reference materials for our classrooms to the value of $17 000. • Ran the Mother's Day & Father's Day gift stalls. • Awarded a grant of $17,000 for musical instruments from Club Burwood. • Awarded a grant of $2,000 for Leadership Day 2018 from Strathfield Council. • Awarded a grant of $1,500 for Leadership Day 2019 from Strathfield Council. • Provided $5,000 for art resources. • Provided a dedicated Art teacher for 3 days per week. • Provided an additional Learning and Support Teacher for 1 day per week. • Participated in the new student and kindergarten Orientation Days, including fitting out new students. • Hosted our very successful Family Fun Fair to raise much needed funds for additional cooling in our school. This

was our first full day Family Fun Fair.This year we have moved our Annual General Meeting to the end of the year to allow the new Executive Committee timeto plan the following year. We have started preparations to set up a School Building Fund to allow parents to make taxdeductible donations to fund the growth and maintenance of our school.

We have provided advice and support to the Principal on the school building project. We gratefully acknowledge thesupport received by our Principal throughout the year.

I would like to thank our Executive Committee of: Anne Lieu, Julie Quach, An Duong, Fan Wu, Kelly Ye, Yen Yee, PJSullivan, Donia Khatia, Chrystal Hilton, and Alicia Mehta for their efforts and valuable contributions over the year. Wewelcomed new faces to our Executive Committee this year, and said goodbye to our longstanding Treasurer, BenjaminLi. Benjamin handed over his responsibilities to Fan Wu. Our other new faces included Anne Lieu and Julie Quach asVice Presidents; PJ Sullivan, Kelly Ye, and Yen Yee, as Executive Committee Members.

We saw the "changing of the guard" in our Uniform Shop as Alicia Mehta (Uniform Shop Manager) and Chrystal Hilton(Assistant Uniform Shop Manager) handed over to Anne Lieu and Carol Cheung (Uniform Shop Comanagers). Anne andCarol also operate School Banking.

I would like to acknowledge the dedication and contribution of our fabulous P&C volunteers and members who made2018 such a successful year. This includes the dedicated and tireless teams who operate the Uniform Shop, SchoolBanking, the Mother's Day Stall, the Father's Day stall, and the Family Fun Fair sub–committee and their many, manyvolunteers. This makes the role of President far more rewarding when working with such a dedicated and committedteam. It has been an honour to be the President of Marie Bashir Public School P&C in 2018. Without the generosity andhelp of the parents and the community this would not have all been possible. We welcome new volunteers every year sothat we can achieve more for our school and contribute to our children's education.

I look forward to our continued success in 2019.

John Krebs

President


School background

School vision statement

Marie Bashir Public School aims to provide, in partnership with the parents and community, a quality education so that allstudents are able to reach their full potential within a caring learning environment.

Goal 1:

Marie Bashir Public School promotes independence, equity and excellence.

Goal 2:

All Marie Bashir Public School students become: • Successful learners • Confident and creative thinkers • Active and informed citizens

Our experienced, committed staff, our clear focus on student wellbeing and the attractive school setting mean thatstudents feel welcome and secure in their learning environment. Our strong partnership with our school's communitypromotes the educational, personal and social needs of all our students thus delivering world class curriculum andassessment practices and improving educational outcomes for a range of student needs.

School context

Marie Bashir Public School is situated towards the end of a cul– de–sac at 159 Albert Road Strathfield. The school'sparkland environment consisting of an oval, two tennis courts and two cricket pitches as well as its newly refurbishedclassrooms provide an attractive and welcoming environment.

Marie Bashir Public School serves a community which values and appreciates quality education. The school commencedwith an enrolment of 67 in January 2014 and now in 2018 has 397 students. Its student population is established fromthe Strathfield area.

Marie Bashir Public School provides students with a future focused environment that strives towards building strongfoundations for students in literacy and numeracy. PLAN data, NAPLAN, student work samples, the literacy andnumeracy continuum as well as student, teacher and parent feedback provide a strong framework for teaching andlearning. In 2018 the school started the planning process to use the learning progressions as a resource to supportimplementation of the curriculum.

The school has an effective learning support team, delivering strategic support to a range of students with learningneeds. There is a strong emphasis on leadership and student well–being.

At Marie Bashir Public School, we will continue to develop a learning community which achieves high quality outcomes.This is done as students, parents and staff work together and are committed to building a school of which the entirecommunity is proud.

Students are exposed to 21st century learning. Technological advances in learning delivery, effective programs inliteracy, numeracy, science, digital technology, art, coding and robotics ensure our students have a strong foundation forfuture learning. Students also have the opportunity to participate in sport, dance, music, drama and a range of otheractivities to help them become well–rounded and successful members of society.

Extra–curricular activities such as: reading club, Premier's Reading Challenge, inter–school sport, choir, orchestra,debating, public speaking, performing arts, chess, tennis and Kung Fu are offered to all students.

Quality teaching is enhanced through commitment to the Australian Professional Teaching Standards with emphasis onprofessional learning.

86.1% of the students are from a non– English speaking background with a range of cultures represented including:Chinese, Korean, Sri Lankan, Indian and Lebanese.

Alliances have been formed with the University of NSW (Robogals Program), The University of Sydney, Atlassian,Macquarie University, Australian Catholic University and St Patrick's College as well as a community of schools whichinclude: Enfield Public School, Homebush Public School, Homebush West Public School, Strathfield South PublicSchool, Strathfield South High School, Strathfield Girls and Homebush Boys High School.


A specialist Art teacher has been employed three days a week with the grant provided by the Packer Family and CrownResorts Foundations. Students from Lucas Gardens School are involved in the school's Creative Arts initiative.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

We assessed our progress against the Self excellence Framework in the area of leading as follows:

Learning Culture – (Sustaining and Growing). Our school sets high expectations for K–6 students, our parents areknown, informed and included in all aspects of student learning. There are regular school orientation days and transitionto high school days. Our attendance data is regularly analysed and tracked for students at risk.

Wellbeing – (Sustaining and Growing). Every student is known, valued and cared for. There is a carefully plannedapproach to wellbeing using Tell Them From Me survey results. We engage in exceptional planning for individuallearning needs including learning support, EALD, special needs and students at risk. We conduct regular and ongoingmonitoring across all stage teams' planning and meetings and there is a whole school approach to behaviourmanagement with explicit focus on developing positive respectful relationships.

Curriculum – (Sustaining and Growing). Teaching and learning programs are collaboratively developed by staff. 21stcentury learning is integrated across learning areas. We collaboratively plan rich and engaging learning experiencesutilising technology and real world learning experiences. Our differential curriculum is embedded in most staff programs,practice and evaluations and our student data is collected, tracked and analysed to inform curriculum planning andprogram delivery.

Assessment – (Sustaining and Growing). Staff engaged in professional learning with a focus on formativeassessment. Whole school formative and summative data was used to inform and support student learning. We utilisedwell researched tools to assist in data collection such as PLAN, Multilit and PM Benchmarking. NAPLAN results andSCOUT data helped inform our school focus, priority areas and future directions

Reporting – (Sustaining and Growing) Student reports are personalised, timely, clear and accurate. This year ourstudents were an active part in Parent teacher interviews.

Student Performance Measures – (Sustaining and Growing) Over 50% of our students are achieving in the top 2bands for Reading and Numeracy. Our value added results trend is consistent.

We assessed our progress against the Self Excellence Framework in the area of teaching as follows:

Effective Classroom practice – (Sustaining and Growing). We developed partnerships with universities to ensureteachers have access to evidence based teaching strategies. Collaborative lessons and program planning is evidentacross all stages. There is a whole school approach on explicit teaching and differentiation and our learning environmentis consistent with the school wide approach to behaviour management.

Data Skills and Use – (Delivering). PLAN and Sentral is used to track students and inform the development of plansand strategies to address areas of improvement. Our school performance data is shared with parents and the schoolcommunity through the School Report and regular newsletters. Data is reviewed at stage meetings and whole schoolstaff meetings to monitor student learning progress.

Professional Standards – (Sustaining and Growing). Personal Development Plans integrate Professional Standardsand are utilised across all staff including those in support and administrative roles. Executive staff mentor stage teamswith scheduled formal meetings to support PDP implementation. Classroom walkthroughs are aligned with ProfessionalStandards as a target for professional learning. Additional support and growth coaching is provided for beginningteachers to develop accreditation portfolios and our community of schools.

Learning and Development – (Sustaining and Growing). Class teachers and lecturers from universities conductregular classroom walkthroughs to ensure quality and consistency. Our school executives trained in 'Growth Coaching' to


support all areas of teacher development including academic practice and personal well–being. Our whole schoolprofessional learning is aligned with the School Plan to address key areas for staff growth.

We assessed our progress against the Self excellence Framework in the area of leading as follows:

Educational Leadership – (Sustaining and Growing). Individual expertise among staff is utilised for whole stafflearning and professional development. Staff expertise is also shared within our Community of Schools. The Universitypartnerships used evidence based practice to grow and develop staff knowledge. Both informal and formal (Tell ThemFrom Me and Survey Monkey) approaches were used to engage with parents and the community to identify and addressareas of improvement.

School Planning, Implementation and Reporting – (Sustaining and Growing). Communication was identified as amajor area for improvement in the 2018–2020 School Plan, which became the focus for the leadership team to impactsignificant change. Our School Plan was developed systematically and strategically in consultation with all levels of theschool community. Staff collaboratively develop the Annual School Report which presents strategic priorities, resourceuse, performance data and professional learning.

School Resources – (sustaining and growing). Sentral is used to streamline the administrative practices. All staff,including office and support staff use this technology to track attendance, register wellbeing data and create studentreports. Various technologies such as IWB, iPads, Spheros, iPads, iPhones, Ozobots are effectively used to enhancelearning across curriculum areas. Learning spaces across the school are beginning to be used flexibly to optimiseteacher and student learning. The New LMBR system is being used to enhance service delivery and our RAM funding isstrategically used to support student learning needs.

Management Practices and Processes – (Sustaining and growing). The school's financial committee make informedchoices based on current and projected budgets. Formal surveys (Tell them From Me) and informal surveys areanalysed by the leadership team to gauge parent and student satisfaction. Identified results inform change in currentpractice and future planning. Our student reporting system changed based on a collaborative evaluation between parentsand staff. As a result an improved reporting format was introduced and was well received. Evaluation of the Learning andSupport referral system resulted in a new process to identify and report on students

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Supportive, collaborative, informed and effective leaders

Purpose

To provide a learning environment that challenges and values all students and teachers to become skilled and motivatedlearners and leaders. In addition to this, students become informed, respectful, effective leaders who are empowered tobe successful emotionally, socially and academically; connecting with a supportive community and striving to succeed.

Overall summary of progress

All students were provided with opportunities to engage in leadership within their classroom and around the school.

SRC coordinated whole school fundraising events to support charities such as Oz Harvest, Farmer Drought Appeal*,Guide Dog Foundation and Camp Quality.

Teachers led an action research project which successfully contributed to building teacher leadership capacity andimproved student outcomes.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

30% decrease in students notedon well–being program.

$700 Staff reflection on Covey's Seven Habits. Tell ThemFrom Me student survey results indicate animprovement in social and institutional studentengagement measures.

Sentral data analysed for number of students onwell–being program.

75% of students achieve principalawards, bronze level or greater.

$1000 Number of students receiving merit certificates andPrincipal's Awards evaluated.

New merit system implemented based onevaluation.

Next Steps

Continue to build a strong pipeline of leaders through participating in Action Research Projects and other externalcommunity partnerships.

Develop additional specialised support systems for aspiring leaders where they are given opportunity to mentor.

Further engage in reflective practices to explore the needs of our community on an ongoing basis.

Improve planning and monitoring of milestones of the School Plan in consultation with students, parents and thecommunity.



Promoting excellence by providing challenging and stimulating quality learning experiences

Purpose

To create stimulating and engaging learning environments through innovative and reflective practices that cater for thediverse needs of our students and community.


Teacher received training in STEAM, the new math syllabus and project based learning.

Cross stage planning allowed science and technology to be effectively integrated across the curriculum.

Data from SCOUT and school based data used to inform professional learning and support student outcomes.





• Literacy and Numeracy resultsin NAPLAN improving by 5%. • Implementation of ProjectBased Learning in K–6classrooms across all learningareas. • Staff trained in STEAM andProject Based Learning • Students taking ownership oflearning and achieving personallearning goals.

$5000 Staff received training in STEAM. The set planningdays enabled science and technology to beimplemented across the curriculum.

Teachers received ongoing theoretical and practicaltraining on Project Based Learning from ACUmentor Chrissy Monteleone.

Classroom walkthroughs and feedback workedtowards strengthening teacher quality and lessondelivery.

Action Research led by teachers explored ProjectBased learning in a primary setting.

Next Steps

Providing support to teachers, particularly beginning teachers – formalise our mentoring program.

Lesson planning to reference student information including student progress, achievement and feedback school–wideacross all learning areas.

Student errors and misunderstandings are explicitly addressed until teachers and students are confident that mastery isdemonstrated.

Continue to develop teacher and executive capacity.



Effective Communication and Meaningful Connections

Purpose

To create a culture of community participation by drawing on expertise to enhance meaningful and future focusedlearning experiences for all students, staff and the community.


Our school community is using various technologies to build a culture of collaboration and communication – website,FlexiBuzz, blogs, Google classroom and Seesaw.

Ongoing awareness of school expectations, policies and procedures and student learning via our school website, parentworkshops and parent–teacher interviews .

Communication regarding staff performance and development aligned with PDP, excellence framework and nationalteaching standards.





School rated at sustaining orhigher on the School ExcellenceFramework.

$2000 Our self assessment based on the Self ExcellenceFramework survey rated our communicationperformance as sustaining and growing. This wasaffirmed by the external assessors from theExternal Validation process.

Increased use of technology tocommunicate with our parentcommunity.

$1500 Updated our website

Many parents accessing the newsletter via email

Flexibuzz school app used regularly to informparents

Many classes beginning to use the SeeSawclassroom app to communicate with parents

Next Steps

Collect, analyse and monitor data about student participation in wellbeing program, achievement in learning outcomesand effectiveness of teaching practices including differentiation at both ends of the learning continuum.

Improve communication with students, parents and the community about all aspects of teaching and learning, particularlyspecific data about achievement.

Learning to be an effective citizen and contribute to the school community via measures such as implementing a BuddySeat in the playground, gathering explicit feedback and monitoring student absences to support wellbeing.

Professional learning in a range of areas including formative and summative assessment, Covey's 'Leader In Me'Program and other identified areas.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading

English language proficiency $202,094 EAL/D teachers continued to track studentperformance –immediately identifying and addressingstudent needs.

EAL/D staff workedcollaboratively with the classroom teachers tosupport EAL/D programming.

EALDteachers attended a series of networkmeetings to keep up to date withcurrent EAL/D pedagogy.

EAL/D teachers in–serviced classroomteachers on EAL/D pedagogy and EAL/Dlearning progressions.

Low level adjustment for disability $88,227 The Minilit and Multilit programs wereimplemented to support the specific learningneeds of identified students K–6. The datacollected show significant improvements inreading.

Teachers aides were employed to supportstudent learning. Personalised Learning Planswere created for targeted students andcontinuously monitored and adjusted toensure student needs were being met.

Connections with agencies such as BrighterFutures, Australian Catholic University andASPECT were utilised to support theprovisions made for identified students.

Quality Teaching, SuccessfulStudents (QTSS)

$56, 637 Executive team continued to implement thewhole school professional learning focus onjoint construction in writing.

The action research project in collaborationwith the Australian Catholic University wassuccessfully implemented. the data showedsignificant improvement in studentunderstanding and teacher quality.

Classroom walkthroughs supporteddeveloping teacher skills and knowledge.

Socio–economic background $10,040 Funding was allocated to continue employingan SLSO to support the academic andsocial/emotional needs of targeted studentsacross a range of learning areas.

Parent workshops and information sessionswere conducted to help parents support theirchildren's learning at home.

Speech therapy screening service providedby the Australian Catholic University helpedidentify and support students with orallanguage needs.

Support for beginning teachers $63,472 Beginning Teacher Days continued to betimetabled on a weekly basis. They were


Support for beginning teachers $63,472 provided with a wide variety of professionallearning opportunities and mentoring fromtheir supervisors. Opportunities to leadstage–based and whole school curriculumfocused projects worked towards developingbeginning teacher knowledge, skills andcapacity.

Beginning teachers attended a variety ofcourses based on their professional learningneeds.

Targeted student support forrefugees and new arrivals

$1,644 The Newly Arrival Program continued tosupport the transition of new arrival studentsand their families to formal Australianschooling.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 101 117 135 173

Girls 136 161 194 218

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.4 96.6 94.7 95.7

1 95.1 95.8 94.6 95.6

2 94.4 94.2 96.2 95

3 96.7 96 95.5 96.7

4 94.7 97.3 94.1 95.2

5 94.7 98 96.3 94.8

6 93 94 94.5 93.8

All Years 94.8 95.8 95.2 95.4

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

The school implements the following steps tomanage non–attendance:

Classroom teacher marks roll each day.

Teacher requests explanation for non–attendance. Ifthere is no improvement, Principal discussesattendance with child's parents.Principal requestssupport from Home School Liaison Officer. A letter issent home to parents.

A formal meeting is scheduled and an attendanceagreement is made by the child and parents.

Attendance is then monitored.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 14.92

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.8

Teacher ESL 1.6

School Administration and SupportStaff

2.97

Other Positions 3

*Full Time Equivalent

In 2018, there were no indigenous members of staffworking at Marie Bashir Public School.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 55

Professional learning and teacher accreditation

All staff engaged in a variety of professional learningcourses throughout the year.

These courses were targeted at building the teachers'expertise and meeting the school's priorities. Theseincluded:

English: Best Start Data entry and analysis, literacyand numeracy learning progressions, Libraries forFuture Learners, Creative Writing, Public Speaking –Advanced, Role of Phonics in Learning to be Literate

Mathematics: ACU maths mentor trained teachersover a year period in project based learning inmathematics

Leadership and Professional Growth: GrowthCoaching, Master classes, Beginning TeacherWorkshops, PEN workshops


Science and Technology: Weekly training sessionsimplementing the Science and Technology syllabus inthe classroom, Coding, Robotics, ICT coordinators daySWS Website Adobe Training

Student Welfare: Community of Refugees,Understanding Autism Spectrum disorders, Managingactual and Potential Aggression Foundation course,Personalised Learning Plans, Student Wellbeing The'Leader in Me' program, CPR, Anaphylaxis, Asthma,Emergency care, Behaviour Management andaccessing community resources

Administration: Oliver Management 3, BusinessManagers Conference, Oliver– New Look Search,LMBR – SAP Reports, CEP and Journaling Workshop,LMBR – SAP Reports and Banking ManagementWorkshop, Interview Skills for DoE Positions,Enterprise Financial Planning Tools Training

Health and Safety: Evacuation and Lockdownprocedures, Child Protection, Code of Conduct,Emergency First Aid, Road Safety, IncidentManagement, Emergency Planning and Response

EAL/D: Using the EAL/D Learning Progression andnetwork meetings

Learning Support: School Learning Support Officerworkshop, Writing Quality Access Requests, LaSTNetwork meetings

Marie Bashir Public School has three permanentbeginning teachers and six temporary teachers workingtowards accreditation.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 348,467

Revenue 4,095,391

Appropriation 3,746,274

Sale of Goods and Services 1,124

Grants and Contributions 342,334

Gain and Loss 0

Other Revenue 200

Investment Income 5,458

Expenses -3,889,240

Recurrent Expenses -3,889,240

Employee Related -3,481,459

Operating Expenses -407,781

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

206,151

Balance Carried Forward 554,618

The school has a financial committee that monitors theschool budget. The committee meets every threeweeks.

Marie Bashir Public school implements a systemic andformalised process to ensure the school monitors andaccounts for its financial performance against theschool plan.

The principal is responsible for approving the financial,curriculum and administrative expenditure.

The SAM is responsible for the general administrationof funds.

Each assistant principal is responsible for their stagebudget with final approval required by the principal.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2018 Actual ($)

Base Total 2,693,122

Base Per Capita 63,618

Base Location 0

Other Base 2,629,503

Equity Total 300,461

Equity Aboriginal 0

Equity Socio economic 10,140

Equity Language 202,094

Equity Disability 88,227

Targeted Total 81,714

Other Total 380,905

Grand Total 3,456,202

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Students continue to perform well in Literacy.


Students continue to perform well in Numeracy.


Premier's Priority Average% NAPLAN Numeracyresults in the top 2 bands for 20178

65.6% of our Year 3 students scored in the top twobands for NAPLAN numeracy compared with a 40.7%average in the top 2 bands across the state.

33.3% of Year 5 students scored in the top two bandsfor NAPLAN numeracy compared with a 30.2%average in the top 2 bands across the state.

Premier's Priority Average% NAPLAN Readingresults in the top 2 bands for 2018

75.4% of Year 3 students scored in the top two bandsfor NAPLAN reading compared with a 51.4% averagein the top 2 bands across the state.

38.9% of Year 5 students scored in the top two bandsfor NAPLAN reading compared with a 36.3% averagein the top 2 bands across the state. Page

Parent/caregiver, student, teachersatisfaction

Student Responses

The vast majority of students stated that they hadpositive teacher–student relations.

Students feel interested and motivated in their learning.

Students strongly agree that they are provided withmany opportunities to participate in extracurricularactivities.

Parent Responses

The majority of parents are satisfied with theeducational programs offered and the extra–curricularactivities available.

Parents feel that the school is welcoming and that theirchild/ren are happy within the school setting.

Parents strongly agree that the school has a strongscience and technology program that is supporting theirchild/ren's learning in this area.

A continued focus on communication via various modesto continue strengthening the school's skills in this area.

Staff Responses

Staff strongly believe they are well supported and thatour school encourages continuous improvement,collaborative programming and future focused learning.

Policy requirements

Aboriginal education

The students and staff at Marie Bashir Public Schoolhave continued to develop awareness andacknowledgement of Aboriginal history and culture inAustralia through the incorporation of Aboriginalperspectives in teaching and learning programs acrossthe curriculum. This year, as part of celebratingNAIDOC Week 2018, stage 2 and 3 had a special visitfrom an Aboriginal Elder. Uncle Chris Tobin is a DarugElder and Educator with strong links to the Aboriginalcommunity of New South Wales. He has spent severalyears working in various arts and culture programs thatare aimed at promoting Aboriginal Cultures andhistories and the Darug language to Aboriginal andnon–Aboriginals. Students participated in a range ofactivities which broadened students' knowledge ofAboriginal history and culture.

Multicultural and anti-racism education

The percentage of students at Marie Bashir PublicSchool that have a language background other thanEnglish (LBOTE) is 84.6%. The English as anAdditional Language and/or Dialect (EAL/D) teacherswork collaboratively with the class teachers to developprograms and practices which address the Englishlanguage learning needs of their EAL/D students. TheEAL/D teachers offer support to the targeted studentsvia individual and small group tuition.

Acknowledging days that are of significance to culturalgroups in the community is a feature of the schoolcalendar and allows opportunities for students andparents to share their rich cultural diversity. In 2018Marie Bashir Public School recognised NationalAboriginal and Islanders Day Observance Committee(NAIDOC) Week; Ramadan and Eid–ul Fitre, Diwali,and Chinese New Year. Marie Bashir Public Schoolvalues and supports the range and diversity of studentbackgrounds. This year, we celebrated Harmony Day


where students and staff wore orange mufti clothes todemonstrate our unity and the theme of "EveryoneBelongs". The Multicultural Public Speaking Programwas held for students in Stages 2 and 3. Two studentswere selected to represent Marie Bashir Public Schoolat the District competition.

ANTI–RACISM

The school has an Anti–Racism Contact Officer, who isthe contact between students, staff, parents, andcommunity members who wish to raise issues orcomplaints concerning racism. Our school's personaldevelopment programs educate students about currentissues concerning racism, and the formal protocolsinvolved in addressing racism at school. Throughoutthe year our school chaplain implemented social skillsprograms that addressed respecting diversity and anti–racism.

Other school programs

ACTION RESEARCH

This year, the Action Research Team focused on howProject Based Learning affects student learningoutcomes in mathematics, as well teacher confidencein delivering PBL in the classroom. The project beganwith the collection of data including, a teacher survey,student interviews and classroom observationwalkthroughs. Pre–assessments of student learningoutcomes were also collected and analysed. This datawas collated and discussed through fortnightlymeetings, where all teachers were welcome tocontribute. Thus far, we have successfully implementedPBL teaching in all K–4 classrooms, where studentsare collaborative and creative problem solvers. Inaddition, teachers are more confident in implementingPBL in their current classroom as well as futureteaching and learning programs.

ART

The Visual Art programs in Marie Bashir Public Schoolis heavily integrated with other core subjects to furtherstudents' learning and understanding. Students aregiven the opportunity to experiment with a variety of artmediums and materials to build a foundation of artskills. Studying Australian and Indigenous artists havebeen a main focus this year for students to have abetter understanding of our own local art culture. LucasGardens Public School has partnered with our school tocreate an inclusive learning and social environment forstudents with different learning abilities.

DANCE

This year, our dance teachers together with the SeniorDance group choreographed a dance routine based onthe song "Surf's Up" in Term 1. Through multipleweekly practices, students developed theircoordination, rhythm and confidence through dancemovements. In Term 2, students had the opportunity toaudition in front of a judging panel in order to secure aposition in the 'Our School Spectacular' performance.After much anticipation, we were successful. On the

10th of September, the Senior Dance group performedat the Sydney Opera House. This once in a lifetimeexperience that allowed students to perform in front ofparents, teachers and the wider school community.

PUBLIC SPEAKING

Over the course of the year, opportunities in publicspeaking and debating were offered to students tofacilitate the development of public speaking skills,team building, communication, critical thinking skillsand self–confidence. Marie Bashir Public School'sPublic Speaking program incorporated twocompetitions. The semester one Multicultural PublicSpeaking Competition included all students in grades3–6; and the semester two Ultimo Public SpeakingCompetition included all students in grades K–6. Eachstudent presented a prepared speech to their class.Two students from each class were chosen to presenttheir speech in a stage final, held in our auditorium.Parents and friends were invited to attend. Finalistsfrom both competitions represented the school at thezone public speaking competitions and spoke withconfidence and maturity and displayed excellentsportsmanship, in both the prepared and impromptuspeeches.

DEBATING

Marie Bashir Public School continued its debatingprogram throughout 2018. The debating team was partof the Granville, Holroyd and Strathfield Competition.They attended both the debating day at GuildfordPublic School and the Arts department Premier'sDebating Challenge workshop. Our students learntvaluable strategies including the PEEL strategy (point,elaborate, example, link). Students became skilled atpreparing arguments to support their team's case,developing ideas to rebut the views of their opponentsand presenting their ideas clearly and confidently. Theythen had several debates against various schools,which allowed them the opportunity to apply their newlyacquired skills.

GARDEN CLUB

The garden club has been running since the beginningof term 3, second half of lunch on Fridays, and is opento all. At present we have approximately 15 childrenattending. The aim of this club is to instil in our studentsan awareness of nature and love of living things. Byallowing them to discover and learn through doing wehope to captivate their imaginations and spark a lifelong love of gardening.

Thanks to the generosity of many of our parents wehave been supplied with seeds and some seedlings.We have grown these in containers while we wait for amore permanent gardening space. Mrs Ponto has beengenerous with her advice and it has been a greatlearning experience for us all.

SPORT

Marie Bashir Public School has excelled in all areas ofsport in 2018. Students have been participating inweekly sporting and fitness sessions. Students have


represented the school at the Western Sydney PSSAZone. The sports and fitness programs encouragedK–6 to participate in competition at various levelsincluding: *Gymnastics program (K–6) *SoccerCoaching program (3–6) *Softball Coaching program(3–6) *School Infants Athletics Carnival (K–2)*Swimming Scheme (year 2) *PSSA Soccer, T–Balland Softball (3–6) *School and Zone and Athletics(2–6), *School and Zone Swimming (2–6), *School andZone Cross Country Carnivals (2–6) *Premier'sSporting Challenge (K–6).

PSSA

Marie Bashir Public School had great success in PSSAsport at an individual level, with three studentsrepresenting the Zone in team sports. One boy madethe Zone Rugby League and Softball Team and one girlmade the Zone Tennis and Softball Team. Marie BashirPublic School entered eight teams in the WesternSuburbs P.S.S.A sporting competitions in 2018. Wehad both junior T–ball and senior boys softball teams,as well as a senior girls softball team and junior girlsT–ball team in the summer competition. During thewinter months, we entered a senior and junior boys andgirls soccer team. In the winter soccer season, theMarie Bashir Public School junior and senior soccerteams displayed excellent sportsmanship and improvedskills as they achieved their first recorded wins sincejoining PSSA soccer. The teams' continued effort totrain throughout the season in weekly training sessionsbefore school showed on the pitch with improved skills.They worked on their individual skills, their fitness andtheir teamwork skills. The summer season started withsome excellent results for both senior sides as theyfinished middle of the table and were very competitiveagainst both girls and boys reigning champions. Thestudents played to an incredibly high standard for whichthey should be congratulated. The junior T–ball teamsshowed great perseverance to develop their skillsagainst incredibly strong opposition and by the end ofthe season were challenging the top of the table sideswith some close games.

SPORT CARNIVAL

Students in years 3 – 6, as well as eight year olds fromyear two participated in the Athletics Carnival held atour school in Term 3. During our athletics carnival,students participated in all athletics track and fieldevents. The Zone athletics carnival was held at theSydney Olympic Training Track at Homebush. Twostudents were placed 2nd and 3rd in the Junior shotputand Senior high jump.

INFANTS ATHLETICS CARNIVAL

Students in years K–2 participated in the InfantsAthletics Carnival held at our school in Term 3. TheK–2 Athletics Carnival events included the 50m runningrace, bean bag, shotput, nerf, javelin throw, parachute,egg–spoon race, sack race, long jump and discus.Teachers were joined by parent volunteers to runevents and keep class scores. Class sports championribbons were also awarded for one boy and girl fromeach class who accumulated the greatest total pointsfrom each class.

CROSS COUNTRY CARNIVAL

Students in years 3 – 6 as well as eight year olds fromyear two participated in the Cross Country Carnivalheld at our school in Term 2. The annual parent vsteacher race was once again won by a parent. TheZone Cross Country Carnival was held at Majors BayReserve. Two students from MBPS progressed to theregional carnival. Marie Bashir Public School wasranked 15th out of 21 schools.

SWIMMING CARNIVAL

Students in years 3 – 6, as well as eight year olds fromyear two participated in the Swimming Carnival held atEnfield Pool in Term 1. We had three students progressto the regional level. Marie Bashir Public School wasranked 14th out of 19 schools.

PREMIER'S SPORTING CHALLENGE

The Premier's Sporting Challenge allows students totrack their physical activity which encourages them tolead healthy lifestyles. The challenge involved allclasses and some teachers participating in a 10 weeksport and physical activity challenge. The programallowed for students to engage in sports during lunchtime, sports programs, class time, after school andweekends.

ORCHESTRA

Marie Bashir Public School Orchestra is made up of 25students from Year 2 to Year 6. The Orchestrarehearses before school, and is directed by MarieBashir Public School's music teacher. Instrumentsinclude woodwinds, strings, and percussion, andstudents are selected on their ability and are required tobe have private tuition on their instrument. TheOrchestra performs at special events in school such asPresentation Day and Education Week.

RECORDER ENSEMBLE

An annual musical highlight for instrumental studentsacross New South Wales is the Festival of InstrumentalMusic. Marie Bashir Public School sent 12 recorderstudents to this event at the Opera House in June,where they performed repertoire ranging from classicalto contemporary compositions, performing withhundreds of other students from across the state.

JUNIOR CHOIR

The Junior Choir rehearses weekly, and enjoysperforming during school assemblies. Students learnchoral skills including holding a melody, listening toothers, coming in and ending correctly, and performingon stage.

SENIOR CHOIR

Students in the Senior Choir enjoy performing at schoolin events such as Presentation Day and EducationWeek. The Choir rehearses weekly for an hour, andmuch of the year is focused toward preparing for the


annual Combined Schools performance 'OurSpectacular' at the Opera House. Twenty studentswere selected to take part in this performance. Skillslearnt in Senior Choir include ensemble development,unison and part–singing, exploring a variety of genres,and following direction by a choral conductor.

MIND MARATHON

On Wednesday the 1st August, East Hills Boys HighSchool hosted the Mind Marathon Competition for thelocal primary schools. Students engaged in a day ofacademic rigour involving challenges in English,History, Mathematics, Science, Engineering andGeneral Knowledge.

Stage 3 students, Saira, Lucy Sarah, Jared, Luke andAnhaf represented our school.

It was an extremely exciting day, filled with challengingproblems, engaging problem solving tasks and enjoyedby all.

PARTNERSHIP WITH AUSTRALIAN CATHOLICUNIVERSITY

This year students in Stage 3 benefitted from our closerelationship with the Australian Catholic University intwo social skills programs. Stage 3 participated in aprogram that focused on 'Empowering Girls', assistinggirls to learn how to be assertive, recognise theirself–worth, strengths and develop social andcommunication skills.

All Stage 3 students also partook in 'The High SchoolTransition' program, designed to assist children intransitioning to High School and recognise their feelingsand behaviours and look at some strategies to helpchallenge and manage any areas of concern.

The program was delivered by provisionalpsychologists (psychology postgraduate students)completing their placement at the Mary AikenheadClinic, Australian Catholic University. We saw thepositive outcome of this program in the socialinteractions between students, discussions in theclassroom and the resilience students developed.

HIGH SCHOOL LINKAGES PROGRAM

Marie Bashir Public School Senior boys and girls fromStage 3 had the opportunity to attend four High Schoolclasses at Homebush Boys High School and StrathfieldGirls High School. This is a fantastic program thatallows the students to experience a high school setting,meet some of their future teachers and becomecomfortable in that environment. The studentsparticipated in History, Science, PE and DigitalTechnologies classes.

LEADER IN ME

The Leader In Me initiative based on Stephen Covey'sSeven Habits of Highly Effective People, has continuedto be embedded across all subject areas and is taughtdaily at Marie Bashir Public School. We explicitly teachstudents the Seven Habits in our PDHPE lessons and

role playing using the seven habits to problem solve,work collaboratively and respectfully, and modelpositive leadership qualities. The SchoolRepresentative Council has led the students inmodelling examples of the Seven Habits duringmorning assemblies.

STEM

During 2018, slight changes were made in STEM with afocus on the transitioning to the new syllabus, teacherprofessional learning along with the integration ofSTEM. This year in STEM, the Makerspace grant wasused to purchase educational resources for K–6 inpreparation for the incoming Science and TechnologyK–6 syllabus.

Both teachers and students participated in variouslearning opportunities with a focus on DigitalTechnologies to further extend on the progress made in2016–2017. In Stage 3, the students participated in anAction Research Project as part of the University ofSydney's STEM Teacher Enrichment Academyinvestigating the integration of STEM in the classroomcontext. As a result, students participated in a Legacyproject where they surveyed other students, analyseddata and proposed solutions to improve the conditionsof the school. In preparation for 2019, these initiativeswill be evaluated and extended along withextra–curricula activities to ensure that student andteacher capacity are built in STEM at a whole schoollevel.

PLAYGROUP

On Thursdays, second half of lunch we have beenrunning a social playgroup. This playgroup allowsstudents to come together in a fun environment andplay collaboratively. We encourage the use of positivelanguage, sharing and group play. The direction thisplay takes is dictated by the students and the role of theteachers is to encourage and support.

LEGO CLUB

Miss Hetherington, Miss Woods and Miss Owen held aLego Club every Monday at lunchtime. The clubfocused on developing social, communication, play andcooperative skills. Students worked in small groups andconstructed their piece by fulfilling the roles of builderand project manager. Students presented theirconstructions to the whole school.


2018 marie bashir public school annual report€¦ · marie bashir public school annual report 2018...

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