2016 Booragul Public School Annual Report · PDF fileBooragul Public School Annual Report ... reviews are conducted. The school’s financial and ... of the school budget, and provide

Booragul Public SchoolAnnual Report

2016

4017

Printed on: 2 May, 2017Page 1 of 17 Booragul Public School 4017 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Booragul 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.

Melissa Scully

Principal

School contact details

Booragul Public SchoolAspinall StBooragul, 2284www.booragul-p.schools.nsw.edu.aubooragul-p.school@det.nsw.edu.au4958 2013


School background

School vision statement

Booragul Public School prides itself in providing exciting, innovative and creative teaching and learning practices thatexplicitly cater for each individual student.

Our staff are highly experienced and dedicated professionals welcoming proven practices to support student in becominglifelong learners and global citizens.

Booragul Public School embraces an inclusive and collaborative learning environment that foster home–schoolpartnerships.

School context

Booragul Public School (BPS) is an integral part ofits local community and a member of the Lake Macquarie AreaCollegiate (LMAC). Booragul Public School has an enrolment of 217 students, with 14% of students identifying asAboriginal or Torres Strait Islander background.

In 2014, BPS became an Early Action for Success (EAfS) School under a three year program. The Instructional LeaderEAfS supports learning outcomes K–2 in Literacy and Numeracy through targeted professional learning for teachers.

Analysis of NAPLAN results for 2014 demonstratedthat students in Years 3 at BPS performed below state averages in allaspects of Literacy and Numeracy. Students in Year 5 performed closer to state average in Literacy and Numeracy withstronger than average growth from Year 3 to Year 5. Trend data over recent years revealed inconsistency with 2014Year 5 data.

In response to EAfS initiatives and identificationof student learning through NAPLAN, BPS provided additional executiverelease providing targeted professional learning for classroom teachers and support personalisedlearning for individualstudents K–6. Additional training has been provided for Student Learning Support Officers present in all classes, BPSemployed in 2015 both an Aboriginal Education Worker to support Aboriginal students and a Community Liaison Officer.New student support initiatives include Speech Pathology, Ophthalmologist testing and the employment of additionalLearning and Support Teachers (LaST). The school is initiating an extended orientation program (Kindy Club) in the yearprior to 2016 Kindergarten enrolment. Over three years BPS will implement Explicit Direct Instruction (EDI) under theguidance of John Fleming. Funds from the Resource Allocation Model (RAM) – Equity Loading for Socio EconomicBackground will support these initiatives. The school’s Family Occupation and Education Index determined the 2015RAM equity loading for socio–economic background (143).

BPS has a strong emphasis on student wellbeing, high expectations for academicachievement and engaging allstudents. The 'You Can Do It!' wellbeing framework outlines keys to success including persistence, organisation,confidence, resilience and getting along strategies.

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. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning Culture

All teaching staff understand that student engagement and learning are related, with the school communicating prioritiesfor strengthening both. Expectations of behaviour are explicitly taught to students and relate to the variety of schoolsettings such as classroom, playground, hallways, canteen and assemblies. Well–developed and current policies,programs and processes identify, address and monitor student learning needs.

Wellbeing


Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhancewellbeing and lead to improved student outcomes.

The school consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment. Quality teaching and professional practice areevident in every learning environment, providing students with opportunities to connect, succeed and thrive that arerelevant to their stages of learning and development.

Curriculum and Learning

Curriculum provision meets community needs and expectations and provides equitable academic opportunities. Theschool has an effective plan for student transitions in place.

Curriculum provision is enhanced by learning alliances with other schools and organisations. . Teachers involve studentsand parents in planning to support students as they progress through the stages of education. There are systematicpolicies, programs and processes to identify and address student learning needs.

The school establishes active partnerships and works collaboratively to ensure continuity of learning for students.Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students,using evidence–based teaching practices and innovative delivery mechanisms where appropriate.

Assessment and Reporting

The school analyses internal and external assessment data to monitor, track and report on student and schoolperformance. Individual student reports include descriptions of the student’s strengths and areas of growth. Teachers settransparent criteria for student assessment and have in place principles of consistent assessment and moderation.Parents are updated on the progress of their children.

The school has developed explicit processes to collect, analyse and report internal and external student and schoolperformance data. Student reports contain detailed information about individual student learning achievement and areasfor growth, which provide the basis for discussion with parents. Students use assessment and reporting processes toreflect on their learning. The school has analysed school performance data and a range of other contextual informationand is aware of trends in student achievement levels.

The school has aligned staff processes and school systems for collecting, analysing and reporting local and external dataon student and school performance Assessment data to monitor achievements and gaps in student learning are usedextensively to inform planning for particular student groups and individual students.

Effective Classroom Practice

Teachers regularly review and revise teaching and learning programs. Teachers routinely review previous content andpreview the learning planned for students in class. All classrooms are well managed, with well planned teaching takingplace, so that students can engage in learning productively, with minimal disruption.Sustaining and Growing

Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their ownteaching practices. Teachers provide explicit, specific and timely formative feedback to students on how toimprove.Excelling

The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence basedpractice.

Data Skills and Use

Teachers analyse and use student assessment data to understand the learning needs of students. The school’sprofessional learning builds teacher skills in the analysis, interpretation and use of student performance data. Dataanalysis informs the school’s learning goals and monitors progress towards them. School analysis of studentperformance data is provided to the community on a regular basis. The school leadership team regularly uses data toinform key decisions.

Teachers incorporate data analysis in their planning for learning. Assessment instruments are used regularly to helpmonitor student learning progress and to identify skill gaps for improvement.

Teachers clearly understand and utilise assessment for learning, assessment as learning.

Collaborative Practice


Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular studentgroups. Processes are in place to provide formal mentoring or coaching support to improve teaching and leadershippractice. The school identifies expertise within its staff and draws on this to further develop its professional community.

Teachers collaborate within and across stages and faculties to ensure consistency of curriculum delivery, includingstrategies for differentiation and consistency of teacher judgement. School–wide and/or inter–school relationshipsprovide mentoring and coaching support to ensure the ongoing development of all staff.

Learning and Development

Teachers participate in professional learning targeted to school priorities and their professional needs. The school hasprocesses in place for teachers’ performance and development, beginning and early–career teachers are provided withtargeted support in areas of identified need.

Teachers actively share learning from targeted professional development with others. There is a particular focus onimproved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’understandings of effective teaching strategies in these areas.

Professional Standards

Teachers understand and implement professional standards and curriculum requirements. Staff attainment ofprofessional learning goals and teaching requirements are part of the school’s performance and development processes.Teachers are committed to their ongoing development as members of the teaching profession. Teachers demonstratecurrency of content knowledge and teaching practice in all their teaching areas.

Teachers demonstrate responsibility, adaptability and ethical practice in working towards the school’s goals. Teacherswork beyond their classrooms to contribute to broader school programs.

Leadership

Parents and community members have the opportunity to engage in a wide range of school–related activities. Links existwith communities of schools, other educational providers and other organisations to support the school’s programs. Theschool’s leadership strategy promotes succession planning, distributed leadership and organisational best practice.

The school solicits and addresses feedback on school performance. Leadership development is central to schoolcapacity building. Our self–assessment process will assist the school to refine the strategic priorities in our School Plan,leading to further improvements in the delivery of education to our students.

School Planning, Implementation and Reporting

Staff, students, parents and the broader school community are welcomed and engaged, when possible, in thedevelopment of the vision, values and purpose for the school. An evidence base, drawn from the collection and analysisof learning and development data, is used to review performance annually. Planning and implementation includesprocesses for resource allocation, professional learning, performance monitoring and reporting. The schoolacknowledges and celebrates a wide diversity of student, staff and community achievements.

The school uses evidence–based strategy and innovative thinking in designing a school plan that delivers ongoingimprovements in student outcomes. The school uses collaborative feedback and reflection to promote and generatelearning and innovation.

School Resources

School staffing ensures that full curriculum implementation and delivery requirements are met. Systematic annual staffperformance and development reviews are conducted. The school’s financial and physical resources and facilities arewell maintained, within the constraints of the school budget, and provide a safe environment that supports learning.School and other facilities are used creatively to meet a broad range of student learning interests and needs.

Workforce planning supports curriculum provision and the recruitment of high quality staff. Strategic financialmanagement is used to gain efficiencies and to maximise resources available to implement the school plan. Physicallearning spaces are used flexibly, and technology is accessible to staff and students.

Management Practices and Processes


The school leadership team communicates clearly about school priorities and practices. Administrative practiceseffectively support school operations and the teaching and learning activity of the school. The school leadership teamcreates an organisational structure that enables management systems, structures and processes to work effectively andin line with legislative requirements and obligations. All school staff are supported to develop skills for the successfuloperation of administrative systems.

There are opportunities for students and the community to provide constructive feedback on school practices andprocedures. Streamlined, flexible processes exist to deliver services and information and strengthen parentalengagement.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Effective Teaching and Learning

Purpose

Every student in our care is: • engaged in explicit literacy andnumeracy content driven lessons by the highest quality teacher possible • provided with meaningful learningcontent specific to individual needs

leadingto students as creative and critical thinkers and global citizens.

Overall summary of progress

Booragul Public School has continue to lead a school wide focus on improving the literacy and numeracy outcomes forall students. The school has continued the use of PLAT benchmarks whereby every student is individually monitored inWriting and Reading , tracking 'at, below or above' year benchmark. Teachers trialled the implementation of PLATMathematics. Students requiring intervention are identified and provided support at their point of need through EAfS andin school support. In addition the school tracked literacy benchmarks alongside Lake Macquarie Area Collegiate inReading, Comprehension, Writing and Numeracy.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

90% of students 1–6 show growthin Writing whole school markingcriteria equal to or greater than ayear.

School data indicates that 95% of studentsachieved one year of learning for one year ofteaching or above. Final effect size of writing acrossthe school, per class, ranged from 0.4 to 3.49.

$0

Increased percentage of studentsK–6 are in the zone of expectedperformance or above withsustained impact (NAPLAN,PLAT benchmarks, PLAN).

K–2 PLAT Reading indicates that 90% of studentsachieved zone of expected achievement in readingor above. This is an improvement from 80% in2015. PLAT Mathematic trialled, iPads purchasedfor formative assessment recording.

$6000 • Socio–economicbackground ($6000.00)

Teachers complete, reflect andevaluate PLPs for all identifiedstudents.

NCCD data collected with reams of evidence basedon student profiles. Student profiles complete for2016 and handed to office for redeployment in2017.

$0

Next Steps

Booragul PS will continue to sustain exceptional growth for all students in Writing as indicated in the progress achievedthis year through continued professional Learning in Writing.

Focus on the improvement of Years 3–6 Reading growth in order to the match the exceptional growth noted in K–2.

Fully implement PLAT Mathematics, tracking the development of students and providing intervention at their point ofneed.



Building Professional Capacity

Purpose

All staff members contribute to culture of professional excellence through: • building leadership capacity amongst staff and develop the professional capabilities of executive, teaching and

SASS staff • embedding professional learning in all meeting structures

in order to actively reflect on outcomes to improve student learning.


Booragul Public School continued the extension training in Fleming Explicit Instruction. After two years, all teachersmodel Explicit Instruction in their teaching and learning and meet the 30/40/30 rule. Warm ups are in place for allcomponents of literacy and numeracy. Teachers have continued to develop their ability to differentiate learningthroughout the lesson with feedback at the point of need.




All teaching staff demonstratesprofessional growth by movingtwo or more standards in 3, 4 and5 on the Classroom PracticeContinuum.

Complete Systems Leadership Grant report. ETevaluate support provided by principals andprovided to CT. Systems Leadership reportConsistent classroom practice as monitored byexecutive.

Additional release time forRFF and support staff toparticipate in lesson study. • Socio–economicbackground ($6000.00)

Teachersuse assessmentbenchmarks to track students anduse data to inform teaching andlearning cycle.

100% of teachers K–6 used PLAT benchmarks inReading and Writing to inform teaching andlearning. Every five weeks data was analysedindividually and as Stage groups.

$5000 development ofPLAT Mathematicsbenchmarks for 2017.

Teachers complete, reflect andevaluate Professional LearningPlans through PerformanceandDevelopment.

All staff demonstrateunderstanding duties specific totheir role through thedevelopmentof role statements.

Next Steps

In 2017, Booragul Public School will continue the develop the Pedagogy Role Of Explicit Instruction Expert. The leaderwill peer coach teachers in developing their understanding of Explicit Instruction.

2017 will continue to be a development year to strengthen systems within the LMBR Framework.

Booragul Public School will continue to strengthen networks created through the development of Explicit Instruction inthe growing number of local schools involved.



Engaging Community Partnerships

Purpose

Create a shared community identity through: • building the learning expectations ofstudents, staff capacity and fostering partnerships with the school community

ofthe Lake Macquarie Area Collegiate • partnerships with similar FOEIschools to meet economic and educational needs

leading to student learning and wellbeing as thecentral focus.


Kindy Club continued for the second year with increasing numbers and positive feedback. Additional teachers wereemployed with an opportunity for parent volunteers as support workers.

The school introduced PATCH through EAfS and with a focus on Reading to grow the numbers of parent volunteerswithin the community. Parents were trained and successfully volunteered through K–2.

Lake Macquarie Area Collegiate was launched in 2016 with the inclusion of a five week transition to high school process.




A growing number of incomingKindergarten students attendKindy Club over Terms2–4.

100% of Kindy Club available placements werefilled in 2016, an increase of 20% from 2015.

As a result, BPS increased school enrolments for2017, in Kindergarten.

CLO (SLSO) Kindy ClubTeacher

Parent volunteers increase from2% of the school population to10% informed by visitor sign–onprocedures.

Parent involvement increased significantly throughin introduction through EAfS Parents as Teachers(PATCH). Parents assisted student K–2 in Readinginitiatives.

$2000 PATCH training

Aboriginal student results reflecttotal school population inNAPLAN, PLAN and PLAT.

83% of Aboriginal students K–2 achieved expectedachievement or above in Reading, an increase of23% from 2015.

$19 572.78

Increase in growth throughmonthly café attendance data.

Increase in growth through LMACYear 7 enrolment data.

LMAC Launch – Transition interviews with parents,staff and high school staff. Students identified forbehavioural, learning and/or anxiety concerns. HighSchool transition 5 week, 3 days a week. Teachersprovided positive feedback. Data Collection of7–10 literacy held back till 2017.

• Socio–economicbackground ($8000.00) Additional teacherand SLSO for transition

Next Steps

Continuation of The Lake Macquarie Area Collegiate, supported by the governance team, made up of local principals. Inaddition, the growth of LMAC data collection in literacy to be extended to Year 7–10.

Develop a shared Aboriginal Education Worker role between the partner primary schools and the high school to supportthe transition process for stage three Aboriginal students.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading 83% of Aboriginal students K–2 achievedexpected achievement or above in Reading,an increase of 23% from 2015.

$19,000

Low level adjustment for disability Student Learning Support Officers wereemployed to support students in classroomteaching and learning and playgroundinitiative resulting in increased outcomes foridentified students.

The school funded theemployment of threeStudent Learning SupportOfficers.

Quality Teaching, SuccessfulStudents (QTSS)

Additional time was provided to AssistantPrincipals in support the management ofteaching and learning programs andwellbeing initiative.

In addition the Explicit Instruction ExpertTeacher provided support to teachers in thedelivering of high quality pedagogy.

Half a day per weekprovided

Socio–economic background Additional support teachers were put in placeto support intervention practices.

Student Learning Support Officers wereemployed to support students in classroomteaching and learning and playgroundinitiative resulting in increased outcomes foridentified students.

Professional Learning was provided in ExplicitInstruction

$134000

Support for beginning teachers The school provided support for onebeginning teacher through additional releasetime.

$6000

Early Action for Success All K–2 teachers, are tracking students usingPLAT benchmarks in Writing and ReadingFluency and Response (FAR) every 5 weeks.After analysis, teachers are respondingthrough intervention referrals anddifferentiation within the classroom.

K–2 PLAT Reading indicates that 90% ofstudentsachieved zone of expectedachievement in readingor above.

Deputy PrincipalInstructional Leader

Intervention Teacher


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 129 128 124 119

Girls 118 108 104 101

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.9 94 91.9 95

1 95 93.4 89.6 93.3

2 93.8 94 92.6 93.9

3 94.9 96.5 92.4 91.2

4 95.8 95.1 92.1 91.7

5 91.3 94.1 90.5 94.4

6 94.7 93 96.5 91.2

All Years 94.4 94.4 92.4 92.9

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 6.78

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration & SupportStaff

2.42

Other Positions 0.39

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.


Income $

Balance brought forward 256 901.78

Global funds 98 663.00

Tied funds 191 660.00

School & community sources 35 117.00

Interest 2 766.00

Trust receipts 7 507.00

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 3 634.76

Excursions 5 540.00

Extracurricular dissections 0.00

Library 4 077.96

Training & development 446.46

Tied funds 210 664.42

Short term relief 15 254.86

Administration & office 21 574.11

School-operated canteen 0.00

Utilities 18 889.38

Maintenance 8 548.43

Trust accounts 9 171.85

Capital programs 0.00

Total expenditure 0.00

Balance carried forward 0.00

The information provided in the financial summaryincludes reporting from 29 January to 31 December2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 544 902.33

(2a) Appropriation 505 464.48

(2b) Sale of Goods andServices

624.18

(2c) Grants and Contributions 38 014.04

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 799.63

Expenses -420 242.18

Recurrent Expenses -404 964.18

(3a) Employee Related -265 615.86

(3b) Operating Expenses -139 348.32

Capital Expenses -15 278.00

(3c) Employee Related 0.00

(3d) Operating Expenses -15 278.00

SURPLUS / DEFICIT FOR THEYEAR

124 660.15

Balance Carried Forward 124 660.15

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

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


2016 Actual ($)

Base Total 1 615 060.18

Base Per Capita 12 095.69

Base Location 0.00

Other Base 1 602 964.49

Equity Total 327 404.32

Equity Aboriginal 19 572.79

Equity Socio economic 192 701.74

Equity Language 0.00

Equity Disability 115 129.79

Targeted Total 19 409.99

Other Total 54 633.65

Grand Total 2 016 508.13

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 toBand 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.



The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


Parent/caregiver, student, teachersatisfaction

Students with a positive sense of belonging

Students feel accepted and valued by their peers andby others at their school.

· 83% of students in this school had a high sense ofbelonging. The NSW Govt norm for these years is 81%.

· 89% of the girls and 78% of the boys in this schoolhad a high sense of belonging. The NSW Govt norm forgirls is 81% and for boys is 81%.

Students with positive relationships

Students have friends at school they can trust and whoencourage them to make positive choices.

· In this school, 82% of students had positiverelationships. The NSW Govt norm for these years is85%.

· 84% of the girls and 80% of the boys in this schoolhad positive relationships. The NSW Govt norm for girlsis 88% and for boys is 83%.

Students that value schooling outcomes

Students believe that education will benefit thempersonally and economically, and will have a strongbearing on their future.

· 94% of students in this school valued SchoolOutcomes. The NSW Govt norm for these years is96%.

· 97% of the girls and 91% of the boys in this schoolvalued School Outcomes. The NSW Govt norm for girlsis 97% and for boys is 94%.

Effective Learning Time

Important concepts are taught well, class time is usedefficiently, and homework and evaluations supportclass objectives.

· In this school, students rated Effective ClassroomLearning Time 8.5 out of 10. The NSW Govt norm forthese years is 8.2.

· In this school, Effective Classroom Learning Timewas rated 8.6 out of 10 by girls and 8.5 out of 10 byboys. The NSW Govt norm for girls is 8.4 and for boysis 8.1.

Relevance

Students find classroom instruction relevant to theireveryday lives.

· In this school, students rated Relevance 8.4 out of 10.The NSW Govt norm for these years is 7.9.

· In this school, Relevance was rated 9 out of 10 bygirls and 8 out of 10 by boys. The NSW Govt norm forgirls is 8.1 and for boys is 7.8.

Rigour

Students find the classroom instruction iswell–organised, with a clear purpose, and withimmediate and appropriate feedback that helps themlearn.

· In this school, students rated Rigour 8.5 out of 10.The NSW Govt norm for these years is 8.2.

· In this school, Rigour was rated 8.8 out of 10 by girlsand 8.1 out of 10 by boys. The NSW Govt norm for girlsis 8.4 and for boys is 8.1.

Skills–challenge

Students feel challenged in their English and Mathsclasses and feel confident of their skills in thesesubjects.

· 54% of students in the school had scores that placedthem in the desirable quadrant with high skills and highchallenge. The NSW Govt norm for these years is 53%.

· 25% of students were confident of their skills but didnot find classes challenging. The NSW Govt norm forthese years is 26%.

· 16% of students were not confident of their skills andfound English or Maths challenging. The NSW Govtnorm for this category is 14%.

· 5% of students lacked confidence in their skills anddid not feel they were challenged. The NSW Govt normfor this category is 7%.

Positive teacher–student relations

Students feel teachers are responsive to their needs,and encourage independence with a democraticapproach.

· In this school, Positive Teacher–Student Relationswere rated 8.6 out of 10. The NSW Govt norm for theseyears is 8.4.

· In this school, Positive Teacher–Student Relationswere rated 8.7 out of 10 by girls and 8.6 out of 10 byboys. The NSW Govt norm for girls is 8.6 and for boysis 8.2.



Documents

2016 Booragul Public School Annual Report · PDF fileBooragul Public School Annual Report ... reviews are conducted. The school’s financial and ... of the school budget, and provide