Educational and Financial Report 2015 Wisdom Through Faith ... · BELLFIELD COLLEGE ANNUAL REPORT 2015 BELLFIELD COLLEGE ANNUAL REPORT | [Document subtitle] From the College Principal

Educational and Financial Report 2015

Wisdom

Through

Faith &

Knowledge

29-31 Rossmore Ave West Rossmore NSW 2557 email: [email protected] www.bellfield.nsw.edu.au

mailto:[email protected]

http://www.bellfield.nsw.edu.au/

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BELLFIELD COLLEGE ANNUAL REPORT 2015

Bellfield College Contents

1 Messages from Key School Bodies ..............................................................................

From the Chair of the Bellfield Board .............................................................................................................

From the Principal ...........................................................................................................................................

2 Contextual Information About the College ..............................................................

3 Student Outcomes in National and Statewide tests and Examinations

NAPLAN ...........................................................................................................................................................

RoSA Grades ..................................................................................................................................................

4 Professional Learning and Teacher Standards ................................................................................

Professional Learning .....................................................................................................................................

Other Professional learning ............................................................................................................................

Teacher Qualifications ....................................................................................................................................

Workforce Composition ..................................................................................................................................

5 Student Attendance and Retention Rates ....................................................................

Student Attendance and Retention Rates ....................................................................................................

Management of Student Attendance ............................................................................................................

Staff Attendance and Retention Rates.........................................................................................................

6 Enrolment Policies and Profiles .......................................................................................................

7 School Policies ............................................................................................................

Student welfare, discipline, complaints and grievance policies ...................................................................

8 School Determined Improvement Targets ...........................................................................

9 Initiatives Promoting Respect and Responsibility ..............................................................

10 Parent Teacher and Student Satisfaction ..........................................................................................

11 Summary Financial Information .........................................................................................................

BELLFIELD COLLEGE ANNUAL REPORT |


BELLFIELD COLLEGE ANNUAL REPORT | [Document subtitle]

Message from Key School Bodies

From the Bellfield College Chairman

On behalf of the College Board, it gives me great pleasure to congratulate the many students on their successes during this academic year, and wish them the very best and every blessing for the future.

At Bellfield College we encourage all students to pursue excellence in and out of the classroom. We were truly blessed to have all students in the College's first ever HSC cohort pursue further studies at a tertiary level. Special mention must be made of our Dux and School Captain Fatima Muhammadi who entered Medicine at the University of Western Sydney. This success represents a monumental achievement for Bellfield College and is testament to the hard work of all staff, students, parents and volunteers.

Academic success is important because it is strongly linked to the positive outcomes we value for our children. It gives them a better opportunity in life and enables them to contribute to the success of all Australians. As we strive hard for academic excellence at Bellfield College, we remain firmly dedicated to fully articulate its promise as a model for our community in the wider Australian society.

On behalf of the Bellfield Community, I would like to thank all the staff and executives led by our dedicated and passionate Junior school coordinator and now Principal Mrs Ljubica Mansell for a terrific year and a job well done. I would also like to thank all the members of the Board and its subcommittees for their input and insights as well as the professional expertise they bring to our Board and the College. Mr Ali Rajab Chairman Bellfield College Board



From the College Principal

2015 was an extraordinary year at Bellfield College as we saw an increase of 120 students across the College and

an increase of 3 additional full time classroom teachers. It was also a milestone year for the college as we had

the opportunity and privilege to see 6 young men and women complete the HSC, in what was a first for the

College.

As we pride ourselves in building and maintaining strong home and school partnerships, we saw an increase

of parent involvement within the college within the classroom environments. Many parents volunteered their

time to assist with Literacy and Numeracy groups in the mornings and in turn, managed to improve their

skills and knowledge in early literacy and numeracy intervention. As always, our parents continued to support

even minor projects such as targeted year fundraising events, Mother’s and Father’s Day stalls, Literacy and

Numeracy Week activities and our Book Week Parades. Our older generation of supporters increased at the

college in 2015 with the increase of grandparents in attendance of our annual grandparent’s day assembly.

The College identified two areas that needed attention in 2015 in regards to student learning improvements:

Improvement of student writing and grammar and;

Improvement in basic Numeracy concepts

With these identified areas of improvement, the college provided professional development opportunities for

all staff in K-12 to be re-trained in Grammar to improve writing. Nine members of staff were also trained in

the Quicksmart Numeracy Intervention Program., which was implemented in 2015 and has continued into

2016. More information about the Professional Learning opportunities are located throughout the report.

Students in 2015, had the opportunity to participate in a variety of extra curricular activities to support the

mainstream core programs as created by the class teachers. Such activities included: Life Education, Well

being and Cyber Bullying incursions, links with the community through inter-school and inter-faith sporting

activities organised by the Police Liaison Officer and Sport’s Co-orindators, Community Services to the local

retirement village as well as participate and assist with preparing and hosting school organised functions

related to the mission of the College.

It is such a pleasure to see the College flourish and grow and in particular, seeing the success of our students.

Congratulations are in order for the dynamic staff and senior executive for such a productive and successful

year.

Mrs Ljubica Mansell Principal



A message from the Junior School Coordinator:

Bellfield College Junior School Campus consisted of 9 full time and 4 part-time teaching staff and a full time

teacher’s aide in 2015. The Junior School teachers

employed at Bellfield College have an average of 7

years teaching experience and they all have specific areas of expertise, which contributes to the overall

positive atmosphere and daily performance in the

classrooms.

Curriculum

2015 saw the whole junior school implement the direct

instruction approach into spelling and learning to

read. It was decided that a new approach to Literacy

takes place to assist with ensuring all students were receiving the same, clear instructions across all grades.

Survey data from teachers and students, suggested

that there needed to be a unique and simple approach

to ensure that outcomes based teaching and learning

was taking place, across all stages. The goal was that

when students transitioned from one grade to another,

they were able to transition with the same mindset and

instruction about the college’s approach to learning to read and spell.

Daily Literacy and Numeracy blocks, across the Junior

School, continued in 2015, which has proven to be

successful across the campus. With these new

changes, all staff were provided with professional

development opportunities by trained experts to assist

with a smooth implementation process as well as

ongoing support by the College executive to ensure the practices were consistent across all classes in the

Junior School. The daily Literacy and Numeracy

blocks, allowed streaming to take place daily, to ensure

that students’ learning needs would be accommodated

and only the students who experienced high risk to

their learning, would benefit from the additional

support from the learning support unit.

In 2015, teaching and learning programs were of particular focus as well as analysis of students’ raw

work samples and diagnostic assessment data to assist

with designing unique teaching and learning

sequences that met the context of the school as well as

the needs of the individual students. With the assistance of an external professional body, all staff

were trained to create programs that addressed the

points mentioned above as well ensure that all

elements of the BOSTES syllabus documents were in

place.

Teachers had and continue to have a strong support

network in regards to best practice and regularly

reflect on their lessons at a collegial level.

With the assistance of the Literacy and Numeracy Action Plan

initiative and the funding provided, the following programs

continued to run in 2015 in order to support the core learning

programs as well as assist students who were experiencing some

difficulties in Literacy and Numeracy:

K-‐2 Get Reading Right (Synthetics Based phonics approach to reading and writing)

Quicksmart Numeracy Program

3-‐6 Spelling Mastery

MultiLit Intervention programs in Literacy-‐ ‐

PreLit, MiniLit, Reading Tutor programs are

currently in place on a daily basis.

The programs above together with professional learning opportunities for executive and teaching staff

has been mostly funded by the Literacy and Numeracy

Action Plan. All professional development provided to staff has been based on the latest research into what

constitutes best practice, as well as ensuring the

needs of the students and the school’s context are

being carefully considered.

Learning Support

In 2015, the learning support unit operated with 2

learning support teachers and a teacher’s aide assisting

students with learning needs as well as accelerated

learning opportunities.

The learning support unit operated on a daily basis predominantly with small groups of students (no more

than 5 per group) using the MultiLit reading

intervention programs, introduced into our school in

2014.

Extra Curricular Opportunities

In 2015, the students in the Junior School were offered

a range of extracurricular opportunities on a weekly

basis. These activities include student clubs-‐‐ junior and senior chess, debating, choir, Qur’an and book clubs

as well as sporting opportunities including gymnastics,

swimming, gala days and athletics. Teachers volunteer

their time to work with the students and offer them

these opportunities.

Mrs Ljubica (Luby) Mansell

Junior School Coordinator

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Contextual Information About The School Specific features of the college and the Community

Bellfield College is an Islamic independent co-educational school educating young Australians in a nurturing and affirming

community. The College promotes the pursuit of academic excellence and social responsibility. Bellfield College provides

opportunities for enlightenment, and aspires to develop people of faith with high moral standards and integrity. Bellfield

College aims to provide quality education enriched with Islamic principles for students from Kindergarten to Year 12.

Inspired by the teachings of the Qu’ran, the Prophethood and the Holy Imams, the Bellfield College graduate is an illuminated person of faith who is:

Self aware and seeks to realise their full potential to the best of their ability

Respectful and accepting of others through action and attitude A life long learner

A confident global citizen Capable of positive leadership

Creative, adaptable and resilient

Proud of who they are, their Australian identity, and their life long connection with their community

Bellfield College endeavours to foster the intellectual, spiritual and emotional needs of each student. Set on a well

established 11 acres, the physical environment supports the academic and social programs developed to enrich the

learning of our students.

The College has adopted a family centred approach toward education. The educational rights of the family are

paramount. The College aims to play a vital role in providing for the overall development of every student

through its commitment towards supporting every family in their endeavours to strive in the way of Allah (swt).

This will be achieved by supporting parents in being more effective educators of their children through courses,

workshops, seminars, and discussion groups designed specifically for them.

Bellfield College has grown from a College of 8 students in 2008 to 322 in 2015. The college is currently developing a

building program which will provide facilities to allow it to offer educational services to over 1600 students.

Community Soci-Educational Advantage (ICSEA)

School ICSEA value: 94 Average ICSEA value: 1000

Data source: Parent information

Distribution of students

Bottom quarter

Middle quarters

Top quarter

School distribution 42% 29% 21% 8%

Australian distribution 25% 25% 25% 25%


Student Outcomes in National & Statewide Tests & Examinations

NAPLAN 2015

The National Assessment Program – Literacy and Numeracy (NAPLAN) was completed by our students in Years 3, 5, 7 and 9. The data below summarises student achievement. Bellfield College achieved growth in results from years 3 to 5 and years 5 to 7 across most areas. The results in Naplan, along with school diagnostic results, demonstrate that changes in the delivery of the curriculum, with a particular focus to explicit teaching and learning, has benefited the students.

Some of the pleasing results that are evident in 2015 data shows that we had no students below national minimum standards in:

Writing and Spelling in Year 3

Reading, Writing, Spelling or Numeracy in Year 5

Numeracy in Year 7

Spelling and Numeracy in Year 9 The teachers have been professionally developed in analyzing the data from Naplan, with the assistance of the senior executive and data experts to establish school based improvement targets across the college. These school based improvement targets have been embedded into the school plan and all teachers are working to incorporate the targets into their teaching and learning programs.

Year3

Numeracy

Band

Numeracy

State%

Bellfield %

6 18.8 0.0

5 19.3 20.7

4 23.8 17.2

3 21.1 24.1

2 12.6 31.0

1 4.4 6.9

Literacy

Band Reading Writing Spelling Grammar &

Punctuation

State% Bellfield% State% Bellfield % State% Bellfield % State% Bellfield %

6 30.5 6.7 16.0 3.3 27.1 13.3 32.1 6.7

5 19.5 16.7 38.5 20.0 20.1 30.0 20.4 30.0

4 21.0 20.0 23.00 40.0 20.8 20.0 23.6 40.0

3 19.0 40.0 16.4 26.7 18.4 23.3 12.6 13.3

2 5.7 10.0 4.3 10.0 9.6 13.3 7.3 0.0

1 4.3 6.7 1.8 0.0 4.0 0.0 4.1 10.0

Percentages for the components may not add to100 percent because of rounding


2014 BELLFIELD COLLEGE ANNUAL REPORT

Student Outcomes In National & Statewide Tests & Examinations

NAPLAN 2015 (cont.)

Year 5

Numeracy

Band

Numeracy

State%

Bellfield %

8 14.1 0.0

7 16.6 20.7

6 25.6 17.2

5 25.3 24.1

4 15.3 31.0

3 3.0 6.9

Literacy

Band

Reading

Writing

Spelling

Grammar &

Punctuation

State%

Bellfield %

State%

Bellfield%

State%

Bellfield%

State%

Bellfield%

8 17.5 6.1 6.3 6.1 12.9 6.1 18.1 3.0

7 20.5 18.2 15.2 15.2 27.0 15.2 20.6 18.2

6 21.8 15.2 31.5 12.1 25.2 33.3 21.5 21.2

5 20.7 18.2 32.6 42.4 20.0 30.3 22.5 36.4

4 1.5 42.4 8.7 24.2 10.4 15.2 10.7 15.2

3 4.6 0 5.8 0 4.5 0.0 6.6 6.1

Percentages for the components may not add to 100 because of rounding.



NAPLAN 2015 (cont.)

Year 7

Numeracy

Literacy


Band

reading

Writing

spelling

Grammar &

Punctuation

State%

Bellfield %

State%

Bellfield %

State%

Bellfield %

State%

Bellfield %

9 11.9 0 4.5 0.0 11.6 0.0 15.9 4.0

8 19.9 8 14.4 4.0 28.3 28.0 18.4 8.0

7 25.8 8 21.9 16.0 27.0 24.0 22.6 16.0

6 26.3 48 27.5 40.0 18.3 24.0 24.9 48.0

5 13.5 28 21.4 32.0 8.3 16.0 10.8 20.0

4 14.1 23.8 10.4 8.0 6.4 8.0 7.4 4.0

Band

Numeracy

State%

Bellfield %

9 13.3 4.0

8 15.8 12.0

7 26.1 8.0

6 27.1 40.0

5 15.9 36.0

4 1.9 0.0



NAPLAN 2015 (cont.)

Year 9

Numeracy

Band

Numeracy

State%

Bellfield %

10 13.1 0.0

9 15.5 7.1

8 26.0 42.9

7 28.3 35.7

6 15.1 14.3

5 2.1 0.0

Literacy

Band Reading Writing Spelling Grammar &

Punctuation

State%

Bellfield %

State%

Bellfield %

State%

Bellfield % State % Bellfield %

10 8.2 0.0 5.6 0.0 9.0 0.0 6.31 0.0

9 17.0 21.4 9.0 28.6 18.7 7.1 12.9 0.0

8 25.2 14.3 23.4 7.1 31.1 57.1 26.9 21.4

7 24.3 42.9 22.1 14.3 22.4 35.7 22.4 35.7

6 19.0 14.3 19.7 21.4 10.8 0.0 21.4 28.6

5 6.3 46.7 20.3 28.6 8.1 0.0 10.1 14.3




RoSA Grades

Bellfield College is a non-selective school, which is working towards building reputation for high academic

achievement across the cohort. The bl ue pr i nt f or ac hi ev i ng academic success for our students is embedded in

our five year Strategic Plan with 2015 being the year of . Elements of the plan include academic peer culture, small class

sizes in the senior school, professional development for staff to support engaging teaching and learning across a

broad range of subjects, effective use of technology in the classroom and a focus on personal development and character

building. The 2015 student cohort was the fifth round of students to complete Year 10 and thus were allocated RoSA.

The following courses were studied in 2015

Course Hours

ENGLISH 200

Mathematics 200

Science 200

Australian Geography 100

History 100

Visual Arts 200

Personal Development,

Health and P.E. 100

MANDATORY CURRICULUM REQUIREMENTS

4080English Completed

4090Mathematics Completed

4100Science Completed

4110 Human Society and its Environment Completed

4070 Languages Completed

4030Technology Completed

4060 Music Completed

4050 Visual Arts Completed

4040 Personal Development, Health and P.E. Completed

Our Year 10 students began a compression module of the Preliminary/HSC in Term 4 of 2015, where they began studying

3 courses in 2015 and will sit the HSC for these subjects in 2016.

The Compression module for the students is unique for the college, which saw our teachers provided with intense

Professional Development opportunities to prepare and the students for the compression module.

.


Professional Learning & Teaching Standards

Bellfield College has been successful in attracting well qualified, experienced and professional teaching staff with a mix of new scheme teachers who are committed to developing and enriching the diverse talents and abilities of all students. The delivery of teaching and learning experiences of the highest quality in all areas of student endeavour is the primary focus of our staff.

The School’s management structures h as b e e n d e v e l o p e d t o ensure that the academic programs and p a s tor al care of the students, and the professional learning and support for teachers, are viewed by the community as equal priorities for Bellfield College.

In 2015, the coordinators of senior and junior school continued to assume responsibility for staff management and professional learning, and the Principal worked together with the coordinators to ensure that all members of the Bellfield College community were supported, and that the programs for staff and students complimented each other. The Literacy and Numeracy Action Plan Funding (LNAP) funding allocated to the College in 2015 also made it possible for many professional learning events to occur to the highest standard. The funding also enabled the purchase of much needed resources in the areas of literacy and numeracy.

Professional Learning

Bellfield College’s enthusiastic support for professional learning enables staff to remain at the forefront of new directions in educational pedagogy and curriculum content across the full range of NSW Board of Studies subjects. All staff members are encouraged to participate in regular professional learning to widen their skills, improve curriculum knowledge and pursue areas of particular interest. In 2015, our staff attended both internal and external professional learning courses in a range of areas with a strong focus on literacy.

The following headings refer to Australian Professional Teaching Standards that our staff received further professional development in. Professional Knowledge 1 Know students and how they learn

The staff at Bellfield College designed teaching and learning activities that demonstrated their knowledge of the students and how they learn best. All programs were all cross-checked by the curriculum coordinator to ensure that these standards were evident across K-12. Teachers were collegial and planned activities as a team term by term.

2 Know the content and how to teach it

In 2015, Bellfield College programs were designed by the staff to be innovative, outcomes based and ensure that students were engaged in every lesson. Teachers designed and implemented learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

Teachers provided opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. In 2015, the teachers used effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Teaching and support staff used diagnostic skills and remedial methods to support students with specific learning needs. Many of our staff, attended at least three professional learning sessions during 2015, targeting academic care and student wellbeing.

Professional Practice

3 for and implement effective teaching and learning

Teachers planned and implemented well-structured learning and teaching programs that engaged students and promoted learning in all areas of the curriculum. This also transitioned into the specialist teaching and learning programs, which added consistency across all subjects being taught, at the college. Teachers selected and used relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. With the assistance of Professional development opportunities and watching others deliver content, the teachers were able to deliver a wide range of strategies daily.

4 Create and maintain supportive and safe learning environments

In 2015, teachers established and implemented inclusive and positive interactions to engage and support all students in classroom activities. They established and maintained orderly and workable routines to create an environment where student time is spent on learning tasks. The introduction of Numeracy and Literacy blocks assisted this process to ensure that all students had consistency on a daily basis. In 2015, the college revisited the behaviour management policy to try and provide more positive outcomes for students who experienced difficulties in managing their behaviour. It was a goal for all teachers to tune in with the student’s achievements and abilities in certain subject areas. In senior school particularly, the principal and the coordinator worked with the pastoral care leader to manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully. This was also welcomed by parents, who themselves felt at ease with the new approaches of reporting on child behavioural concerns.


5 Assess, provide feedback on student learning

Teachers developed, selected and used informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. Teachers selected from an effective range of strategies to provide targeted feedback based on informed and timely judgement of each student’s current needs in order to progress learning. In 2015, the teachers met twice a year with parents formally to provide feedback about their child. Students were a part of this process, and gained some useful knowledge about areas that needed attention.

6 Engage professionally with colleagues, parents/carers and the community Bellfield College used and continues to use, the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs. Teachers participated in learning to update knowledge and practice, targeted to professional needs of the school priorities. Teachers contributed to collegial discussions and applied constructive feedback from colleagues and coordinators to improve professional knowledge and practice.


Professional Learning and Teacher’s Standards Teachers attended seminars focusing of school registration and accreditation, professional learning and teacher appraisal development, planning and contributing to the development of the National Curriculum.

The School’s management structure provides opportunities for interested staff to join committees, which focus on the

strategic plan and smooth operation of the School.

Teachers are actively engaged members of their profession and wider community. In 2015, we had teachers continue to

collect and annotate their evidence for the purposes of accreditation.

In 2015, we had all teachers participate in Professional Development opportunities that linked to the current context and

need s of the students of our school. Below is a table of the professional learning opportunities in 2015, the number of

teachers who participated. Also below, there is a parent workshop table that provides information about what support

parents were offered and how many were in attendance throughout the year. .

Focus of Professional Learning Sessions In 2015 – Teachers Number of Participants

Embedding Quality teaching and learning frameworks (and Assessment) into classroom programs 11

Quicksmart Numeracy 9

Staff development day Assessment for, as and of learning

Analysing assessment results in literacy and numeracy and forward planning for Semester 2 11

Literacy and Numeracy Action Planning Days 2

AIS consultancy workshop- Fractions

Afternoon session with Peter Tompkins to build teacher skills and strategies in numeracy k-6 10

Dibels Workshops 2

NUMERACY- ANITA CHIN WORKSHOP MAMRE ANGLICAN COLLEGE K-2 and 3-4 Numeracy strategies

6

LITERACY- GET READING RIGHT TRAINING

9

LITERACY- WRITING WORKSHOP WITH KYLIE LIPSCOMBE

11

LITERACY- GRAMMAR LEARNING SCOPE A beginner’s guide to grammar to improve writing K-12 22

CONSULTANCY

School Plan and focus for 2015– Kylie Lipscombe, Ian Thompson Term 1

Discuss data 2014 and what needs to be our focus for 2015

Consultant support in 2015

Creating a plan for writing workshops, data analysis and support for 2015.

3

CONSULTANCY

Classroom observations Years 3, 4 and 5 with Kylie Lipscombe

Focus: What does writing look like now in our school? What does it need to look like? How can we get there?

AIS Consultant to support Junior School Coordinator with identifying what a writing lesson needs to look like and how to support K-6 teachers in the process.

5

QUICKSMART Numeracy

Training teachers in Numeracy Intervention Program for students experiencing difficulties in Numeracy 14


Staff Development Day Writing and Planning Session

Incorporating mandatory elements of the NSW K-6 Syllabus into Writing Programs for K-6. 12

CONSULTANCY SUPPORT AIS

Email correspondences with Lisa Ridings regarding the Literacy and Numeracy Action Plan 2015 and Momentum Data

2

PALLS Module 5 –Intervention, Evaluation and Future Planning 1

PALLS Module 6- Follow up, Presentation, Classroom Walk Throughs 1

Literacy and Numeracy Continua Workshop AIS

Other Professional Learning

Staff Professional Development Days in 2015 continued to focus on excellence in pedagogy and student achievement, Literacy

and Numeracy and Faculty Curriculum Planning. Staff were encouraged to share expertise and department resources to address

common literacy and numeracy concerns. Continuing Bellfield College’s commitment to experiential learning, other

Professional Development opportunities focused on Community Involvement and Service. During 2015, four members of

Bellfield College staff members were enrolled in post graduate study including masters’ degrees in education and other

university level courses. This professional learning was shared with teaching colleagues at both departmental and whole school

level.

Focus of Parent Workshop Number of

Participants

Parent information and reporting evening 95+

Literacy and Numeracy information session 60+

Quicksmart presentation 95+

Parent Information Evening

Discussions about Literacy and Numeracy Practices/Interventions in 2015

Tips of how to help their child in Literacy and Numeracy

90+


Student attendance and retention rates continued. Student attendance and retention rates

On average, each school day in 2015, 90.52% of students attended school. This is a drop from 2014 attendance average. In 2014,

the College implemented an extended leave policy that allows 10 school days of approved leave for families who wish to travel

during term time. This policy has assisted in improving the overall attendance of the student during term time and in turn,

has allowed students to be at school more days than in previous years.

Management of Student non-attendance

Parents or primary carers were asked notify the School of the student’s first day of absence. A text message advising parents

of the student’s absence is sent by 10.30am of the morning of each absence, by the administration staff. Parents usually return

the message by contacting the school to explain the absence of their child.

All absences from School are to be explained in a letter written and signed by a parent or guardian. Text messages and email

notifications are unacceptable. The note explaining the student’s absence, needed to be brought back to school and handed

into their class or roll call teacher during roll call. In cases of extended illness, parents are to contact the Principal to discuss

the matter or apply for leave.

Staff Attendance and Retention Rates

The average daily staff attendance rate increased in 2015 from the previous year. The attendance rate was 89.5%, which is an

increase from the previous year. Staff absences included in this calculation are staff members who were absent due to illness or

unpaid leave. This does not include staff members who were absent on approved leave, including family or long service leave,

or those attending professional development courses or on tours or excursions with students.

In 2015, we retained all members of our teaching staff for the course of the year. In addition to retaining all of our staff, 2015

saw the employment of 3 additional teachers in the Junior school, due to our increased population of students.


Enrolment Policies & Profiles

Enrolment Policy

Rationale:

1. All children enrolling at Bellfield College deserve a

smooth transition that enables them to become part

of our College with a minimum of disruption and

maximum support.

2. Bellfield College will seek enrolment of students from

families who desire a quality education for their

children and who support the ethos of the College.

3. Priority of enrolment will be given to siblings of

current School families, so that all children of the

family can be enrolled at Bellfield College if possible.

4. Enrolment guidelines will exist to maximise the

opportunities for enrolment of students from families

in financial hardship, families with special needs

students, and students from families of other

countries, ethnic backgrounds or cultures; with

reference to the stewardship of resources.

Aims:

To provide an efficient process of enrolment that satisfies the

needs of both students and the College.

Procedure:

All applicants will be processed using the College’s enrolment

policy:

All enrolment applications must be made in writing on

the School's Enrolment Application form and be

accompanied by the prescribed fee and the applicant’s

last 3 school reports (with the exception of

Kindergarten children).

To be considered for enrolment, parents need to

attend an interview with the Principal or delegate and

fill out an official enrolment form for each child

wishing to enrol.

Upon receipt of an application and prior to enrolment

being offered, the Principal shall interview the

parent(s) applying for enrolment, using the ‘Interview

Form’ provided by the Registrar for this purpose. A

recommendation to the Principal regarding

enrolment follows the Interview, unless financial or

other issues are identified and need to be resolved

before a recommendation can be made to the

Principal. In certain cases, the Principal will also

contact the student’s last school of enrolment to

confirm details about the applicant.

Prior to offer of enrolment, students will undertake

the appropriate pre-enrolment testing and

assessment. Enrolment will be offered with reference

to, among other criteria, date order of application

received and availability of a place in the school in one

of the above mentioned enrolment categories, and

family interview with the Principal.

The purpose of testing is to assess a student and help

identify any special needs that the student may require

in order to assist his/her learning. Testing is

performed with reference to the last 3 School Reports,

or other prior test results if applicable.

The results of testing will be discussed with the

Principal, ESL/Learning Support staff, relevant

Coordinators and parents. The school will make a

recommendation to the parents based on the test

results.

Each applicant’s supporting statement/interview

responses regarding their ability and willingness to

support the College’s ethos will be considered.

Upon issue and acceptance of an offer of enrolment,

the enrolment deposit in the form of an application fee

is to be paid. This is non-refundable.

Students enrolling at our College will be required to

provide proof of age (indicating that they have turned

5 years of age by the 31st of July of that year) an

immunisation certificate, and proof of any previous

Schooling.

Upon considering a child’s enrolment at the College,

the Principal will consider how to best meet the needs

of the child. To do this, the College will need to gather

information and consult with the parents/family and

other relevant people (including last school of

enrolment).

Identify any strategies, which need to be put into place

to accommodate the applicant before a decision

regarding the enrolment is made. For students with

disabilities or impairments, advice may be sought

from AIS NSW or other relevant Health professionals.

Inform the applicant of the outcome in writing.

Subject to availability, offers of a place will be made

according to whether there are siblings of the student

already at the College and the order of the application

When accepting a place at the College, families will

need to pay a non-refundable enrolment application

fee.

Students enrolling at the College and their families

will be expected to abide by all College rules, policies

and procedures. Both Parent and student must

confirm their agreement by reading and signing the

Parent/Student Agreement.

Information regarding newly enrolled students will

be forwarded to their new teacher. This information

will include: Name, Contact Details for Parents, D.O.B,

Medical Conditions and Special Needs.

Students will be allocated to classes according to a combination of class size and student need.

For continued enrolment at the College, all fees must be up to date.


Enrolment Policies & Profiles continued

Termination of Enrolment:

If a student withdraws from the school for any reason,

the student and family must complete a "Notice of

Termination of Enrolment Form." One term's written

notice of withdrawal from the School is required;

otherwise one full terms fees must be paid.

Enrolment Register, Information and Privacy:

Bellfield College is committed to providing quality

education services. The College needs to ask for

personal information from students, parents and

guardians so it can plan, provide and report on its

services, and to monitor compliance under the

Education Act. Personal information will only be

disclosed for these purposes as permitted by the

Information Act. All students’ enrolment information

will be registered on a computerised database that can

only be accessed by authorised staff members. All the

information on the register will be obtained from the

student’s initial application/enrolment form and will

be updated when necessary. The original copy of the

enrolment form will be kept in the paper student’s file.

The database will enable Bellfield College to

monitor enrolments and forecast future class

numbers, update or change student information

where required and easily access student’s details

when required.

Conditions of continuing Enrolment

Students and their families are expected to comply

with College policies on behaviour, attendance and

fee payment within a context of procedural fairness.

The School may change these documents from time

to time, to reflect the changing needs of the College.

Each student is expected to conduct themselves at all

times in a considerate and helpful manner.

Each student is expected to attend throughout the

school year. All absences must be explained in a

letter written to the College Principal and signed by a

parent or guardian. If a student is requesting special

leave, written requests should be directed to the

Principal well in advance. It is not College Policy to

grant leave in term time except under exceptional

circumstances.

Students are expected to support all College functions

to wear correct school uniform, to abide by the

College rules and to act in accordance with the

directives of the College staff.

STUDENT POPULATION

Average number of

students attending in 2015

Junior School 214

Senior College 108

Total 322


School Policies Student Welfare, discipline, complaints and grievance policies

Bellfield College seeks to provide a safe and supportive

environment through the implementation of policies and

guidelines for student welfare, discipline and complaints

and grievances.

These policies aim to:

Minimise risk of harm

Ensure students feel secure

Support the physical, social, academic, spiritual

and emotional development of students

Develop a sense of self-worth and foster personal

development.

Bellfield College does not permit corporal punishment. The

School’s policy for dealing with complaints and grievances

includes processes for raising and responding to matters of

concern identified by parents and/or students. These

processes incorporate, where appropriate, principles of

procedural fairness which include:

A right of reply

*Knowledge of the allegations related to a specific matter

and any other information which will be taken into account

in considering the matter

Knowledge of the process by which the matter will

be considered

Responding to the allegations

An absence of bias by a decision-maker.

The right to impartiality in an investigation

Knowing how to seek a review of the decision made in

response to the allegations

The “right to an unbiased decision”

And decision making, and

The review mechanism adds to the fairness of the process

and offers a check in case there is a perception of a conflict

of interest.

Bellfield College continues to streamline communications

on procedural guidelines related to pastoral matters so that

parents are aware of a clearly articulated process involving

all stakeholders.

Members of the Bellfield College community are

encouraged to communicate concerns directly to the

School, preferably in writing.

The full text of the Grievance Policy is available on the

College intranet for all staff to access and an edited version

is available in the Student Planner.

To ensure that all aspects of the College’s mission

providing for each student’s welfare were implemented, the

following policies and procedures were in place during

2014:

Policy Changes in 2015 Access to policy

statement

Safe and Supportive

Environment

• All students treated with respect by

teachers and other staff and students

• Role of consultation in the

school community

• Providing programs to meet the

personal, social and learning needs

of the girls.

Bellfield Policies and Procedures

Handbook.

Child Protection Policy All staff attended a session Staff Handbook

• Definitions and concepts

• Legislative requirements

related to child protection matters

during a staff development day.

Bellfield Policies

• Preventative strategies and Procedures • Reporting and investigating

“reportable conduct” Handbook.

• Investigation processes

• Documentation.

Issued to all staff and members of

College Board.


School Policies continued

Policy

Changes in 2015

Access to policy

statement

Premises and Building Policy

• Procedures for security of the grounds

and buildings

• Use of grounds and facilities

• Emergency procedures

Procedures were updated,

including for lockdown and fire

drills.

placed on common drive for all

staff to access.

Parents may request a copy by

contacting the School

The full text of the policy is

available on request to the

Principal.

Pastoral and Academic Care Policy • duty of care and risk management

• levels of supervision for on-site and

off-site activities

• guidelines for supervisors.

• Rights and responsibilities of students

and staff within the College community

• Behaviour management

• The role of the student leadership

system

• Management and reporting of serious

incidents and emergencies.

placed on common drive for

all staff to access.

Staff Handbook – issued to

staff



Principal.

Codes of Conduct

Policies and Procedures in

relation to Codes of Conduct for

members of the College

community encompassing

Staff Code of Conduct was issued to

all staff to sign on induction.

Staff code of conduct placed on

common drive for all staff to access.



Principal.

Edited versions may be found in

the Student Planner and parent

and staff handbooks.

Discipline Policy including Serious Student Code of Behaviour was Staff Handbook

Breaches of Conduct encompassing reviewed in 2012.

• Definitions and identification of conduct Bellfield Policies

considered to be a serious breach and Procedures

• Application of procedural fairness. Handbook

Communication Policy encompassing

• Formal and informal mechanisms in

place for facilitating communication

between the School, parents and

guardians.

Policies and procedures placed on common drive for all staff to access. Regular contributions in the school bulletins and during parent information evening sessions

Summary in Bellfield

College Parent Handbook

The full text is contained in

the policy and procedure

manual.

Complaints and Grievance Policy

Guidelines for expressing formal

and informal complaints.

Policy and Procedure manual, parent handbook and staff handbook


Educational and Financial Reporting

Policy

Policies and procedures for

recording and reporting financial

information as delegated by the

Minister.

Assessment and Reporting Policy

Procedures for allocating and

recording student grades.

Procedures for reporting on

student performance.

Updated to sync with assessment scope and sequence as set out for Literacy and Numeracy Action plan requirements. Quicksmart included in scope as a means test for students in need for numeracy intervention.

Junior School scope and sequence documents


School Determined Improvement Targets

In 2015, the College introduced the following initiatives in order to improve the quality of education

that the children receive at Bellfield:

All students in K-10 received access to online Literacy and Numeracy tools to assist with core teaching and learning

opportunities in the classroom.

Re-opening of a playing ground in 2015 with two full size ovals and a large junior school playground for sport and play.

This included allowing students to train and prepare for school representative sports and activities as well as have more

opportunity to be active on a daily basis.

Introduced a buddy system within the Junior School to assist with building and maintaining friendships and relationships

between students.

Introduced Quicksmart programs to support students with difficulties in the acquisition of numeracy skills and develop teacher’s sills and knowledge in numeracy intervention.

Continued to implement the College’s positive behaviour management system, which formulates part of a positive

leadership and social development program.

Introduction of Direct Instruction reading and spelling programs in Junior School

Develop the professional learning of all staff in the areas of Grammar to increase student results in writing across all key learning

areas in K-12.

Focus on assessment for, as and of learning in relation to quality teaching and learning in the Senior school.

Introduced compression model in HSC


Initiatives Promoting Respect & Responsibility

The success of the College stems from the importance placed on the values of respect and responsibility.

These values are encouraged and promoted in all forms of communication between the various stakeholders

of the school community: students, teachers and parents. Individual students have the responsibility to be

active learners and to be respectful of all members of the classroom environment. Student leadership groups

are allocated particular responsibilities that will influence the school community.

Junior School Leadership

In 2015, four Junior School leaders were elected by their

peers. These leadership positions provided excellent role

models for the student body. Their roles included running

weekly assemblies, representing the College in the wider

community and supporting their peers across the College.

Senior School Leadership

Senior Prefects were responsible for weekly Senior College

assemblies where they raised issues and facilitated

discussion about a variety of social and community issues.

Class Captains

Class captains are elected by peers each term. These roles

involved additional responsibilities across Years 3 to

6 as they assisted in implementing new environmental

awareness programs and charity initiatives.

Responsibility

School responsibility in the Junior School was fostered from

Kindergarten onwards through class initiatives, mentoring

and service. The College raised funds for Westmead

Children’s Hospital and Woolworths’ receipts were

collected by the community as part of the Earn and Learn

program and money was raised for cancer research

through the school fun run.

Outdoor education programs Outdoor Education programs included outdoor experiences

for Year 7 to 10. Camps promoted a sense of achievement,

strengthened friendships and encouraged students to step

outside of their comfort zones.

Peer Support During Peer Support, Year 7 students were successfully

welcomed into the Senior School by Year 10 peer support

leaders and Kindergarten students are also assigned

buddies from Year 6 to help them in their transition to

school.

Service to the Community Students participated in 10 hours of Student Community

Involvement Program (SCIP), committing to various

meaningful community activities such as visiting nursing

homes and helping clean up the local area.

SRC

The Student Representative Council (SRC) met regularly

to improve communication between year groups. The

focus in 2015 was student wellbeing and ensuring that

everyone has a voice in our community.

Peer Support leaders were selected to mentor Year 7

students.

The presentation of Citizen of the week awards by the

Principal continued in 2015, enabling students to recognise

and celebrate diverse achievements of their peers.


Parent, Student & Teacher Satisfaction

As a caring community, Bellfield College sees communication between students, staff and parents as an

essential element of working in partnership. In 2014 we welcomed feedback from prospective and current

parents, carers, students, staff, and the wider community.

Bellfield College prides itself in ensuring that the parent community and their voices are heard in regards to feedback and

improving any areas of the college. In particular, during enrollment interviews of existing families, the Principal provided

families with opportunities to provide feedback, discuss any areas of concern and provide information about any particular

areas of improvement or confusion. With this feedback as well as a comprehensive student and parent survey in 2015, the

College was able to apply key focus points into the school plan.

Through a random survey of some families in 2014, the overall feedback from parents was positive as they have expressed

satisfaction with the academic and social programs at the College. Parents have expressed the desire for their children to have

greater exposure to the Qur’an and religious content. This was a particular focus for the 2015 calendar year and we were able

to provide that service with introducing Qur’an Club and Prayer Workshops for students who expressed interest.

School Newsletters

The online Bellfield College Bulletin remained the main communication channel for new information between the College and

parents, supplemented by other print publications including the 2014 Principal’s Annual Report and formal meetings and

presentations.

Communication

In 2015, the college ensured that communication was enhanced between home and school. Through regular notices, term by term welcome notes, yearly planner updates, telephone conversation and other meetings also enhanced communication. Key religious days were commemorated through, Ashura ceremony, Hajj Camp, student exhibitions, and regular sporting events throughout the year provided numerous additional avenues for more informal communication between parents and staff.

In 2015, the Student Representative Council (SRC) again offered formal opportunities for students to share their ideas with the Executive and encouraged age-appropriate communication, and promoted healthy interaction with student leaders, mentors and staff.

Formal opportunities to research staff satisfaction were conducted in 2015 as in the previous year, with a confidential survey independently carried out for Bellfield College.

Parents were able to communicate with staff at Parent Teacher Evenings, at “Snapshots of Teaching and Learning” events in the Junior School and through the Bellfield College Parents Association (P & F) which met formally on a regular basis.

The P & F supported a series of events, throughout the 2015 calendar year.


Summary Financial Information

Income

Summary Financial Information

Expenditure


Documents

Educational and Financial Report 2015 Wisdom Through Faith ... · BELLFIELD COLLEGE ANNUAL REPORT 2015 BELLFIELD COLLEGE ANNUAL REPORT | [Document subtitle] From the College Principal