2018 belrose public school annual report - amazon s3 · 2019. 5. 5. · introduction the annual...

Belrose Public SchoolAnnual Report

2018

3748

Printed on: 5 May, 2019 of 29 Belrose Public School 3748 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Belrose 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.

As Principal of Belrose Public School since August, 2017, my own teaching experience spans 28 years within theDepartment of Education. I have held executive positions for twenty–one years and have supervised many staff overseven schools in western and northern Sydney as Assistant Principal K–2 and 3–6 of East Lindfield PS, Deputy Principaland English as an Additional Language or Dialect (EAL/D) teacher of Wahroonga PS (2012–2015) and RelievingPrincipal of Wideview PS, Berowra Heights in 2016 and 2017. I have a background in teaching based on applyingevidenced–based practices within K–6 classrooms.

Belinda Zorian, Principal

School contact details

Belrose Public SchoolRalston AveBelrose, 2085www.belrose-p.schools.nsw.edu.aubelrose-p.school@det.nsw.edu.au9451 6203

Message from the students

Katie McCrindle and Austin Stapleton, Captains of Belrose Public School in 2018 recall their times at Belrose PublicSchool:

I can remember my first day so clearly, my lovely teacher, who has sadly left the school, had put out little presents oneach of our desks with a cute little photo of ourselves next to it. I was so excited to wear my new uniform and get a freshtaste of what primary school would be like. Some of the children I met on that day have become my friends for life. Overthe years my friends and I have played sports together, sat together and cheered for our teams, got to know each other'sfamilies and even been on holidays together. Here are some memories of what Belrose Public School has been like forme over the years.

Now I can remember the fun filled K–2 concerts that we all enjoyed. In year 1, I was chosen to be the teacher in themovie 'The King and I,' and Bailey was the king. All the others in our class were the students and had to bow to us asthey walked in. What a great day. Then when I got to Year 2, I was in a class with Mrs Stephens. For the K–2 concert wedid a kids comedy show, and I was the host. It was funny when my co–host April and I were handing out the awards. Themedals got tangled up with each other so when we had to put them on Eloise and India, they were stuck to each other forthe rest of our performance. And I think it's right for me to say I had a little too much expression.

Over the years, we've had some great excursions. One of the main memories was when we were going to an island tosee Aboriginal culture. We were sitting on the steps about to get on the ferry, when I saw a huge cruise ship. So I askedmy teacher Miss J, "Are we going on that?" And she said, "yes". So as I jumped for joy, I realised she was just joking. Itwas just a normal ferry ride for me!

It was when I got back from England in Year 5 that I realised how special this school is. Teachers and studentswelcomed me back with open arms. I would like to thank Mrs Meikle for making my learning experience so fun, MrsZorian for being a great principal, and everyone who has put work into making Belrose such a lovely experience. Butwhat I'm trying to say is Belrose has a great community, kind and caring people, and I couldn't be prouder to say that Iam a proud Belrose school citizen.

Katie McCrindle, Girl Captain of Belrose Public School

I have had a wonderful education at Belrose Public School. We are so lucky to have such exceptional teachers to


educate us. Some of our teachers have been at the school for over 10 years–and have an excellent reputation in thecommunity–What a fantastic achievement.

Time moves very quickly and so does technology. Here at Belrose, we are lucky to have state–of–the–art technologysuch as iPads, laptops, the latest commbox screens, and applications such as SeeSaw and Spheros, which are allrelated to the STEM education system.

Our Maths and English programs are modern, fun, and interesting–not like they were 30 years ago when you had to readShakespeare and do times table drills on a daily basis!

But,if we take our minds out of the classroom for a minute, we can also explore a huge range of performing arts on offer.Our band program is well–known and develops the skills of learning an instrument and performing on stage. There aredefinitely rock stars among us!

It has always been a highlight watching our choirs and dance groups perform. Everything from the costumes and songchoices to the dance moves always puts a smile on people's faces, especially when we make a mistake!

Finally, my personal favourite sport and excursions. I think we have the best sporting program around. Our teachersencourage and support any sport that you choose and they will take you further in your sporting goals and dreams. Likemost kids, I love going on excursions and camps. Last year, we travelled to Canberra and the Snowy Mountains for ourYear 5/6 camp. It was fantastic! Besides all the interesting stuff like the War Memorial and Questacon, we got to play inthe snow! Many of us had never seen snow before, so it was a very exciting time which I will cherish forever. I havehonestly had the best time at Belrose.

Austin Stapleton, Captain of Belrose Public School.


School background

School vision statement

Belrose Public School is committed to the pursuit of excellence and the provision of high quality educational opportunitiesfor every student.

Our vision is to develop students who are:

* actively engaged in their learning

* challenged creatively, critically and intellectually with skills, a deep understanding and deep knowledge and to have thecapabilities for the future which will involve multiple careers and emerging technologies

* striving for personal success in all areas of the curriculum and personal pursuits

* self–motivated learners to reach their full potential

* able to develop areas of interest in the creative arts, performing arts and sport

* confident to interact and communicate with peers and adults and to work collaboratively,

* caring, responsible and respectful members of society.

School context

Belrose Public School is situated on the Northern Beaches of Sydney where we enjoy a closeness to the beach andbush. Our school is dedicated to the ideal of a quality education for all. Belrose Public School is a dynamic, inclusiveschool where the pursuit of excellence and personal best is at the forefront of our school ethos. All decision making isbased on what is best for our students. Professional, dedicated teachers are committed to developing a love of learningby engaging each student within a nurturing, safe environment. Quality teaching is paramount with an emphasis onliteracy, numeracy and technology. Teachers provide an extensive range of curricular and extra–curricular opportunitiesso that our students have access to a rich, vibrant education. Our community values of respect, responsibility andpersonal best are taught and encouraged.

The partnership between teachers and parents is highly regarded and this synergy has enhanced the learning outcomesof our students. We have a very generous, proactive, innovative and supportive parent body. Belrose Public Schooloffers a rich variety of extra–curricula programs. These include: Maths Olympiad, Chess Club, PSSA sport, K–2Fundamental skills, Training, Concert and Performance bands, choirs, dance groups, Music and Japanese lessons K–3,Year 6 Leadership opportunities, Public Speaking, Peer Support Programs, Environmental group and lunchtime codinggroups. The regional band and choir, 'Arts Alive', rehearse weekly at Belrose PS and the Japanese CommunityLanguage program is offered on weekends.

Belrose Public School is a PBL (Positive Behaviour and Learning) school. Student well–being is promoted through ourthree focuses: Respect, Responsibility and Personal Best. An out of school care facility is featured before and afterschool as well as during vacation times.

Students have access to our STEM room, computer room, laptops, I–pads, robotics, library, hall with production lightsand sound, covered netball/basketball courts, climbing equipment, sandpit and 3 hectares of space for students to useduring breaks.


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.

At Belrose PS, we have high expectations. Within the learning domain, progress in learning and achievement is identifiedand acknowledged. The aspirations and expectations of students and parents are known and inform planning forlearning. Transition and continuity of learning is very important at Belrose PS. The school collects and analysesinformation to inform and support students' successful transitions. The school works together to support consistent andsystematic processes that ensure student absences do not impact on learning outcomes. At Belrose PS, we care forstudents with each classroom teacher advising and supporting the students. The school plans for and monitors a wholeschool approach to students wellbeing and engagement through surveys and feedback. The needs of all students areexplicitly addressed in teaching and learning programs. Expectations of behaviour are co–developed with students, staffand the community and have been designed to ensure effective conditions for learning. Belrose PS offers a curriculumthat provides equitable academic opportunities for all students. Teaching and Learning programs show differentiation ofcurriculum delivery within classrooms, specifically for some students with particular identified needs. A range of formativeand summative assessments are conducted that monitor achievements and identifies gaps in learning to inform planningfor particular student groups and individual students. A whole school assessment strategy has been designed to ensurethat the learning of all students is monitored and reported to parents in writing twice a year.

Within the teaching domain, teachers collaborate across stages to share curriculum knowledge, data, feedback and otherinformation about student progress and achievement, to inform the development of evidence–based programs andlessons, which meet the needs of all students. Our teachers are skilled at explicit teaching techniques such asquestioning and assessing to identify students' learning needs. Teachers respond promptly to student work. They checkthat students understand the feedback received and the expectations for how to improve. With classroom management,there is a school–wide approach to effective and positive classroom management. Support is provided to teachers whereneeded, ensuring optimum learning. Students' progress and achievement data informs decisions such as resourcing andnew programs. Teachers review student assessment data and compare results with external assessment. Teachingliteracy and numeracy remains a priority with the development of associated professional learning sessions. Teachersengage in professional discussions and collaborate to improve teaching and learning in their classes. This includesnegotiated observations of classroom teaching practice, with feedback, to improve professional knowledge and practice.At Belrose PS, we have identified expertise within the staff and draw on this to further develop our professional learningcommunity. Teachers are supported to trial innovative or evidenced–based, future–focused practices.

Within the leading domain, performance management and development plans are developed by each staff members andare reviewed by each supervisor. The school supports a culture of community engagement. The school regularly solicitsand addresses feedback on school performance. School resources are utilised well with technology being accessible tostaff and students. The management practices and processes are being sustained at Belrose PS.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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

Quality Learning

Purpose

To deliver the curriculum through differentiated integrated quality teaching and learning programs. Students aresupported by effective wellbeing practices.

Overall summary of progress

In 2018, the scope and sequence of all Key Learning Areas of English, Maths, Science and Technology,HSIE–History/Geography, Creative Arts and PD/Health/PE were revised. All learning outcomes are represented acrossEarly Stage 1 to Stage 3.

At the beginning of 2018, Planning Days were timetabled to establish the collaborative writing of teaching units. Thepurpose of the day was to allow time for sustained conversations about evidenced–based teaching practices andeffective pedagogy. Weekly stage meetings continued throughout the year to develop a sequence of teaching/learningactivities. Resources for the unit were researched and purchased. The outcome of this process was further diversity ofactivities which additionally catered for a wider group of abilities and learning styles.

Stage 3 teachers have centred their work around semester units. They have purchased recently published multiplecopies of rich literature and have programmed literacy activities to support the achievement of Reading and Writingoutcomes. This has been linked with our STEM activities.

During 2018, new teaching and learning activities were developed into units of work in Stage 2. Mark Warren and Stage2 teachers worked with School Services Consultant, Therese Gawthorne, each Wednesday of Term 3 and 4 co–wrotehighly effective units of work incorporating assessments. Therese and Belrose teachers, including our librarian, haveshoulder to shoulder mentored each other and she will continue her services in 2019. Stage 2's Semester 1 unit wasnoted for its exemplary standard at the Differentiation Course and has been made available for other schools.

Stage 1 teachers have shared the programming for English (Writing, Reading and Spelling), Geography, Science andHistory. The writing of assessments to cater for students with learning difficulties and English as an Additional Languagewas Semester 2's focus with links to youtube clips and big books on the topic. A stimulus page with pictures andkeywords assisted students to plan their writing. Money donated by the school community of $10 000 was spent onpurchasing Guided and Home Reading books with a particular emphasis on non–fiction books. The students' requiremultiple opportunities to work with diverse texts and the form of inferential and literal comprehension questions wereenhanced with the Here, Hidden and Head strategies.

A Professional learning session on S.O.L.O., Structure of the Observed Learning Outcome, was delivered by AssistantPrincipal, Tom Davidson. S.O.L.O. provides a systematic way of describing how a learner's performance grows incomplexity when mastering many tasks. Its use had two folds, as a form of differentiation with the growth of the structuralcomplexity of many concepts and skills, or as an assessment of specific outcomes. Stage 3 teachers utilised this practicefrom the simplistic pre–structural to uni–structural, then multi–structural to relational.

The teaching of spelling is incorporated into our literacy units of work as an additional resource, the school has movedtowards a cohesive, systematic and explicit K–6 approach by using the evidenced–based programs 'Soundwaves' forSpelling and 'iMaths'. The Sound Waves phonemic approach uses a sound–to–letter strategy which acknowledges thatsounds can be represented more than one way in written form. It then explores the letters that represent these soundsand how they can be put together to form written words. It in turn enhances learning with strategies for reading andwriting. The students have gained a deeper understanding of how words are structured along with the usual spellingstrategies of morphemic strategies and etymology. All parents purchased an online workbook. 'The Seven Steps toWriting' by Jen McVeity program has continued this year along with the essential scaffolding of writing through Modelled,Guided and Independent writing with the three types of texts, the Imaginative, Informative and Persuasive texts with anemphasis on the seven steps of effective writing: Planning well, Creating a sizzling start, Creating a tightening tension,Dynamic dialogue, use of descriptive language and banning the boring bits and concluding with an exciting ending.

Rubrics for Years 3–6 based on imaginative, informative and persuasive texts have been completed throughout theyears by the teachers, peers and the students. Students reflect on the results of the rubric to state areas of development.

Teachers this year have supplemented their teaching program with the iMaths program. The 'I' stands for investigationand has included the usual knowledge, skills and understandings of the existing program with the incorporation ofreal–life problems. The following strategies were incorporated:1. Guess and check 2. Make a table or chart 3. Draw a


or diagram 4. Act out the problem 5. Find a pattern or use a rule 6. Check for relevant or irrelevant information 7. Findsmaller parts of a large problem 8. Make an organised list 9. Solve a simpler problem and 10. Work backwards.

Mrs Cohen, our Learning and Support Teacher, continues to provide support both within the classroom and in smallgroup sessions. She differentiates and modifies programs, creates resources to assist the class teacher to accommodatestudent needs, writes risk assessments, positive behaviour plans and Individual Learning Plans and has regularcollaborative meetings with parents to discuss student progress.

WELL–BEING

All students must feel connected to succeed and thrive. All students must feel that school is a happy and safeenvironment for them to learn best. We continue to have positive and motivated students learning as well as displayingappropriate behaviours. At assembly, students are acknowledged if they have received a merit award in the last weekand are announced to the stage if they have reached a Bronze Award. Their photograph appears in the newsletter eachweek. The proud leaders enjoy transporting the winning house flag down the aisle and to the foyer for one week ofdisplay. The winning house wears mufti for a day and has a BBQ. With this policy is the monitoring of inappropriatebehaviour. Students (2%) are recorded on an internal data base and, if very minor, are spoken to by the teachers usingour restorative justice process or are sent to 'Reflection Time' after eating time at lunch to reflect on their behaviours withan Executive member.

WELLBEING – 'CLEAR MINDED'

Vicky O'leary from 'Clear Minded for Life,' taught the students meditation and some breathing techniques for six sessionsduring Term 1. The classroom teacher, whilst present, learnt the techniques and applied them throughout the week.Vicky conducted a parent session and a professional learning session for teachers as well. She has been asked tocontinue this in 2019.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of school programs andpractices cater for the range ofindividualised learning needsthrough clearly defined anddifferentiated learning activitiesand experiences, reflecting deepknowledge of student learning.

Revised Scope and Sequences of all Key LearningAreas.

Planning Days for all teachers were organised toensure collaboration of units of work.

Professional Learning on 'Assessment as learning',SOLO differentiation by Tom Davidson

Mrs Cohen continues to provide support both withinthe classroom and in small group sessions. Flexiblefunding was used to have her at school for anadditional day

100% of teachers implementeffective identification processesso that all students access thelearning programs they require.

Implementation of the Spelling 'Sounds Waves' forYear 1 to Year 6. Diagnostic testing in Februaryidentifies areas of strength and weakness withspelling strategies. Post testing of Spellingconducted in November.

T2W5 31/5 Literacy/Numeracy Progressions daycourse–Belinda Zorian & Mark Warren

T2W6 Early Years Course usingProgressions–Jenny de' Wilde and BritaThoroughgood

T4–Best Start training for Kindergarten teachers

T1W3 13/2 and 14/2 Mini–lit and Multi–lit courseJane Cohen attended

44 students from across Years K to 6 identified forparticipation in the intensive, systematic readinginstruction of the MultiLit Reading Tutor Program in2018. The Program provides explicit one–on–one






100% of teachers implementeffective identification processesso that all students access thelearning programs they require.

requiring a more intensive level of support of up tofour or five individual sessions per week.

In Stage One, 26 students participated in ourMultiLit Programs throughout 2018. MiniLit is a newinitiative for 2018 that the school has implementedfor students in Year One. The school invested infurther resources and professional development ofthe LaST at Macquarie University. Eleven Year Onestudents participated in this intensive, explicit, smallgroup program four days weekly. Eleven Year Twostudents participated in the MultiLit Reading TutorProgram for explicit one–on–one individualsessions. All students have made substantial gainsand most can now read over 300 new sight wordsand have also made impressive gains in theirknowledge of word attack skills at their ownindividual ability levels.

Stage Two and Three had 20 students whocontinued the Multi Lit Program in 2018 and over55% of students have now completed the programwith another 20% of students close to completion.

Early intervention is the key for improved outcomes.Miss Susie Borg, a Speech Therapist, continues torun her business at Belrose PS on a Wednesday,with all payment arrangements externally made withparents.

100% of students demonstrateprogress through school–basedformative and summativeassessments.

The school established a systematic sharedrecording centre for assessments. Within a googlesheet the following data was recorded:Soundwaves diagnostic tests between Februaryand November, Student Reading levels fromKindergarten to Year 2 every 6 weeks, PATcomprehension tests and PAT Maths assessments.100% of students indicate progress in Reading andSpelling. 2018 average Reading levels are:Kindergarten–level 15, Year 1–level 21 and Year2–level 27.

NAPLAN results indicate studentsat or above expected growthbetween years 3 and 5

72% of students were greater than or equal to theexpected growth from Years 3 to Year 5 in Writing.This was a very good achievement. 80% of girlswere greater than or equal to the expected growthfrom Years 3 to Year 5 in Writing. 59% of studentswere greater than or equal to the expected growthfrom Year 3 to Year 5 in Reading. 70% of girls wereabove expected growth. Additional studentsachieved above expected growth in Reading andGrammar and Punctuation compared to numbers in2017. There were many areas where the schoolpercentage choosing the correct response was 10or more above the state population percentage.Overall, we have the same amount of studentsachieving growth between Year 3 and Year 5compared to earlier years.

Student voice indicate anunderstanding of learningintentions and success criteria,assisting in student engagement

WALT, WILF and TIB are displayed and are beingused within the classrooms.






and empowerment of their ownlearning.

WALT, WILF and TIB are displayed and are beingused within the classrooms.

Feedback from whole schoolsurveys, observations and adecrease in the reported numberof playground incidents indicatespositive, respectful relationshipsare evident amongst students.

Whole school systematic behaviour managementplan with clear expectations –Tell Them From MeSurvey by parents indicate the school supportspositive behaviour in addition to the NSW norms.

30% reduction in negative incidents recordedbetween Term 1, 2018 compared to Term 1, 2017.Another 30% reduction occurred between 2018 and2019.

Sue Miller presented three professional learningsessions which focused on effective behaviourmanagement and the utilisation of learning supportofficers.

Next Steps

2019 and beyond will bring together all the hard work undertaken by the Belrose PS staff in 2018. A whole schoolapproach to teacher professional learning will assist in the development of a common language, deep understanding anddeep knowledge around pedagogical practices that impact most on the learning of all students K–6. Internal and externalevidence reveals that our whole school approach to professional learning will best target literacy, particularly the aspectof writing; the alignment of pedagogy and practices with the syllabus, its integration into all KLAs and qualitydifferentiated practices.

Consistent teacher judgement will be introduced school–wide and used as a strategy to assist teachers to makecollaborative, informed decisions about students' strengths and needs as a writer. Creating ample opportunities forprofessional and collaborative practice in classrooms will support the differentiation of the teaching of writing to positivelyimpact students literacy learning. A K–6 Data wall will be established. initially for writing and then reading to monitor andtrack students' literacy growth. It will assist teachers in differentiating their practice by knowing exactly where thestudents are at and where to next for individuals and groups of students.

A whole school approach to professional learning is a strategic way to support teachers, individually and collaboratively,in making informed decisions about the purchased programs (e.g. Sound Waves, Seven Steps to Writing Success); theirstrengths, weaknesses and how to best use elements of resources in conjunction with the quality collaborativeprogramming and assessment processes that occurred in 2018.

Our whole school approach to professional learning of literacy pedagogy and practices will include in–class differentiatedsupport for teachers in the form of 'co–planning, co–teaching, co–reflection' cycle for K–2 staff and 'Quality teachingrounds' for 3–6 staff.

The staff will continue to engage in professional learning and reflective practices in Stage teams with the establishmentof 'Action Research' teams that will target Mathematics, STEM and student engagement . Formative and summativeassessment procedures and practices will be further developed, used and reflected upon in stage teams.



Quality Teaching

Purpose

Effective innovative classroom practices to increase student engagement, creativity, critical thinking and problematicknowledge.


Stage 2 teachers, Mr Warren, Mrs Meteyard and Miss Jarvis completed Quality Teaching Rounds as part of the localCommunity of Schools project. Their lessons were coded on the 18 elements of Intellectual Quality, Environment Qualityand Significance. Teachers reflected on their practices by completing and discussing the following processes:

a)Identify a successful quality teaching element. Note the descriptive evidence of practice in his/her classroom.b)Following your observations of the lesson and reflecting on your own teaching now which identified QT element do youself–assess as requiring development? c)In your own teaching practice, what would your practice look like at a higherlevel of proficiency? d)Which lesson will you attempt this in? What are the student outcomes? What practices will youadopt? In 2019, stage 3 teachers will be involved in the Community of Schools QT rounds and this year's trainedteachers will be coding lessons for other teachers K–4.

We additionally engaged our students by using technology with the 21st century fluencies of collaboration, critical andcreative thinking.

The 'Museum of Unnatural History' had an overwhelming number of people attend. The enthusiasm of the students fortheir learning persuaded so many parents to attend. Utilising the technology room next year will provide us with furtherspace to accommodate the numbers. Michael Regan, the Mayor, spoke at length with the students as too theengineering expert and lecturers from Sydney University. All of our distinguished guests spoke of how Belrose PublicSchool is leading the field in deep learning. We have been asked to write two papers for a published education journalwhich we are excited about. Our work has featured in the Manly Daily and Peninsula Living. A special thank you to MrDavidson, Mrs Meikle, Mrs Killick and Mrs Stephens for their endless positive outlook, encouragement and guiding handwith the students as well as the staff who attended the evening.

STEMACADEMY AND VIRTUAL STEAMShare Kit

All students have had the opportunity of using the Virtual STEAMShare kit which is on loan by the Department. Studentsare engaged in their learning as they visit places from around the world. Stage 3 students have had many sessions withMr Will Figueira, a school parent who is a Marine Biologist, Mr Yew, an expert in Science, CSIRO members as well ashistorians to assist the students with their history unit.

TECHNOLOGY UPDATE

Through our Business partnerships a donation of near new ipads valued at about $8 000 allowed the K–2 classes tohave 20 ipads with a 5 ipad docking station in each room. The school spent $1600 on docking stations as well as $50each on ipad durable covers. Each classroom has commboxes and 10 computers have been replaced in the ICT room.





100% of staff use innovativepractices in the majority ofteaching and learning activities.

T1W2 Sydney Uni STEM academy–Tom Davidson,Sam Meikle, Sharon Killick and Lianne Stephens.

T2W7 Thursday Sydney uni STEMacademy–TomDavidson, Sam Meikle, Sharon Killick, LianneStephens and Belinda Zorian

T4W3–STEM presentation at Sydney university

T2W3 Field of Mars Nature Playground StevePapp/Julie–Anne Sheridan/Nathan






100% of staff use innovativepractices in the majority ofteaching and learning activities.

T2W5 Field of Mars Nature Playground Use ofTechnology – Steve Papp/Julie–Anne Sheridan

T2W5 Admin meeting–Commboxes use withKookaburra consultant

T2W5 Steve Papp/Julie–Anne Sheridan Apps withEducation

Feedback through surveys ofstudents, parents and studentsindicate an increase in studentengagement, challenge andcreativity in learning.

An increase in student engagement evident throughthe introduction of Seesaw K–6. Student work hasan audience with Stage 2 and 3 students providingfeedback to other students via the program.

Increased number of teacherstake ownership of theirprofessional learning throughresearch, self–reflection andchanged practices as a result ofquality teaching rounds, feedback and professionallearning.

T1W7 Quality Teaching Rounds preliminaryprofessional learning for all stage 2 teachers

T3W8–P/L session–QT reflection

Growth in ICT capabilities of staffand students.

Pre survey and post survey results indicate growthin ICT capabilities.

Next Steps

Belrose Public School will continue to use effective innovative classroom practices to increase student engagement,creativity, critical thinking and problematic knowledge. The integration of effective pedagogy, content knowledge andinnovative technology will together build the capacity of all teaching practices within the school. Collaboration of staff inthe writing of cross–curriculum units of work which incorporate evidenced–based frameworks will develop the skills,knowledges and understandings of students to think deeply, critically and problem solve. Our aim over time, is to developProfessional Learning Communities/Action Learning Teams that can independently facilitate reflective practices, collegialfeedback and the development of innovative classroom practices. In 2019, Stage 3 teachers will reflect on their impact ofstudent learning through observations based on the Quality Teaching framework and our work with the University ofNewcastle and the Australian Professional Standards with the aim of continuous improvement. Both Stage 2 and 3teachers will complete the Learning and Teaching in Innovative Learning Environments MyPL online course with 8 hoursof NESA accreditation. Within their integrated units of works with engaging mentor literary texts, Stage 3 teachers willincorporate the Science and Technology Syllabus' use of the Thinking skills of Computational, Scientific, Design andSystems. The Stage 2 teachers who have previously complete the Quality Teaching Rounds will, with their students, bepart of the Mathematical Thinking Project. The project will develop a deeper understanding of students' mathematicalthinking skills and will develop a repertoire of teaching strategies that facilitate students' mathematical thinking skills withpatterns and algebra. Data collected will include surveys of attitude pre– and post–, Student Mathematical Thinkingpre–test and post–test, the analysis of videoed lessons with feedback by colleagues and test results.



Quality community partnerships and excellence in service delivery

Purpose

To foster a school–wide culture of high expectations and a shared sense of responsibility for community and studentengagement. Excellence in service delivery and management processes.


Belrose Public School has continued to enhance our quality community partnerships and excel in service delivery asindicated in the highest ranking in the Tell Them From Me Parent survey of 89%. The school has chosen to use a newfinancial package, Schoolbytes. The platform allows the school to generate and email statements of account to parents,provide a direct link to online payment (POP) and send fee reminders. Parents are very prompt with the payments forexcursions and events. The school implemented a new HR and Budgeting SAP process during Term 4, 2018. Theschool fosters a school–wide culture of high expectations and a shared sense of responsibility for community and studentengagement. All staff actively participate in the Community of Schools Group and utilise the expertise and collaborationof our academic, parent and community partners. Effective partnerships have continued with our local preschools,resulting in an 84% increase in Kindergarten enrolments for 2019. Effective partnerships continue with Davidson HighSchools and Aranounbai SSP, Sydney University, local businesses such as Bunnings and IGA and communities ofschools to deliver rich, relevant and meaningful learning experiences. The P&C continues to be an active, motivated andsupportive committee of all of the school's initiatives and will continue to engage all members of the community through avariety of events throughout the year. The school's service delivery, administrative and management processes exhibitbest practice.

COMMUNITY USE OF FACILITIES

Revenue continued this year due to the OSHCC, Arts Alive and Choir and afternoon activity companies.





100% of staff actively participatein the Community of Schoolsgroup

$6000:00 Stage 2 teachers complete Quality TeachingRounds within the Community of Schools.

Staff attended Aboriginal Professional Developmentnetwork meetings organised by Kambora PS.

100% of staff utilise the expertiseand collaboration of ouracademic, parent and communitypartners

Sydney university, CSIRO and expert parent linkswith STEM projects.

6 Preschool visits by Year 5 students showcasingour technology.

Preschool and Retirement Village visits byKindergarten students.

Service delivery,administrative and managementprocesses exhibit a high level ofsatisfaction through results ofsurveys.

89% of parents feel that the administration staff arehelpful and supportive.

Growth in participation of parentsand the broader community withschool–based initiatives

Participation rates of community members at theP&C meetings has increased over the year.

Feedback from staff and parentbody indicates resourceallocation, management practiceand process requirementseffectively managed

100% of staff and the parents strongly agree thatprocesses are effective.






An increase in the number oflearning projects being led bystaff

Next Steps

Belrose Public School will continue to enhance our quality community partnerships and excel in service delivery. Theschool will foster a school–wide culture of high expectations and a shared sense of responsibility for community andstudent engagement. All staff will actively participate in the Community of Schools Group and utilise the expertise andcollaboration of our academic, parent and community partners. Effective partnerships will continue to be fostered withpreschools, high schools, universities, local businesses and communities of schools to deliver rich, relevant andmeaningful learning experiences. There will be an increase in the number of learning projects being led by the staff andthe overall school's strategic direction. The P&C will continue to be an active, motivated and supportive committee of allof the school's initiatives and will continue to engage all members of the community through a variety of eventsthroughout the year, including the Belrose School Fair in October. The school's service delivery, administrative andmanagement processes will continue to exhibit best practice.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $2000:00 The school's Aboriginal students achievedcurriculum outcomes and displayed learningcommensurate with their age and level ofschooling. One teacher regularly attendedWarringah Community of Schools AboriginalReference Group meetings, where resourcesand ideas were shared with local Primary andHigh Schools, such as a new Aboriginalprogramming for the History, Geography andEnglish syllabi.

Two students attended Community of Schoolsexcursions during 2018.

English language proficiency $6000:00 In additional to LaST funding $5222:00 isallocated to fund 0.2 days for LaST teacher tosupport students identified by the learningsupport team, including EALD students.

Low level adjustment for disability $85 215 School Learning Support Officers wereemployed full–time on Kindergarten. This wasfunded kindly by our community through theschool's P&C. Flexible funding was also spenton Learning Support Officers. These officersprovided support for students from K–6 withadditional needs who do not have targetedfunding. Support staff were timetabled onevery playtime to support the emotional andsocial development of students. Thepreparation of resources was undertakenmost afternoons.

Quality Teaching, SuccessfulStudents (QTSS)

Equivalent of three daysper week.

QTSS funding ensured that each AssistantPrincipal had additional release from face toface time for observations of lessons andfeedback provided to teachers on qualityteaching practices. QTSS funding providedtime for technology support with our 2ndstrategic direction. As part of theirProfessional Development Plan each teacherwas given a day to be observed by a teacherof their choice. 15 casual days were allocatedamongst three Stage 2 teachers whilst theycompleted the P/L Quality Teaching courseand observation of lessons to code withCommunity of School members.

QTSS Days were used for the collaboration ofunit writing as well as ensuring that classprograms were continued when staffmembers were required to accompanystudents at programmed events.

Socio–economic background $5000:00 By providing Learning Support Officers time inclassrooms, students fromsocio–economically disadvantagedbackgrounds have been better supportedacademically and socially.

In addition, students' full participation inorganised excursions and events.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 159 162 158 148

Girls 140 146 145 141

During 2018, Belrose Public School's current 11 classstructure ensured that every child is known, valued andcared for. In 2018, all Kindergarten students weresupported by a full–time Learning and Support Officeras well as their teacher. Composite classes wereallocated an additional teacher one day a week.

Belrose Public School has continued to maintain asteady enrolment pattern, which is enhanced by ourstrong links with local preschools. Year 5 studentsaccompanied by the Principal and teachers visitedpreschools within the community throughout the year.An 84% increase in student enrolments in Kindergartenfor 2019 has been achieved. Effective orientationsessions covering four morning sessions supports thewell–structured transition program for our Kindergartenstudents. The transition program is highly valued by thecommunity and is a feature of the enrolment enquiries.School tours are available with the Principal on request.An Information morning and evening for prospectiveenrolments occurs in the first week of Term 2 eachyear.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.7 96.6 96.3 96.9

1 96.2 95.8 94.6 94.1

2 95.9 96.5 95.9 95.3

3 96.3 95.1 94.4 95

4 96.3 94.9 97 93.8

5 95.9 96.4 95.6 95.7

6 94.1 97.8 95.4 95.1

All Years 95.8 96 95.7 95

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

Student attendance rates are consistently above theState's average from Kindergarten to Year 6.Non–attendance requires caregivers to provide anexplanation. Absences for illness and injury arerecorded as 'sick.' When an explanation has not been areceived following a 7 day period, a letter is generatedand sent home to the parents asking for clarification.Attendance information is regularly referred to duringweekly Learning Support Meetings. When concernsabout student attendance are held, the Principal makescontact with the caregiver and discusses strategies theschool can employ to assist with improving thestudent's attendance. Continued non–attendanceresults in a referral to the Department of Education'sHome School Liaison Officer.

Workforce information


Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 9.48

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.6

School Administration and SupportStaff

2.52

*Full Time Equivalent

One staff member of Belrose Public School is ofAboriginal or Torres Strait Islander descent.

Workforce retention

The school's dedicated and experienced AssistantPrincipal, Mrs Jenny de Wilde, retired at the conclusionof 2018 following a teaching career of over forty years,of which twenty–ones years were at Belrose PublicSchool. The staff, parents and students farewelled herduring Term 4 with the presentation of a magnificentcake prepared by a mother of the school, a medallionfrom the Department of Education along with flowers,presents and a number of speeches which reflected onher expertise in teaching as well as her sincerity, careand enjoyment for teaching the students of BelrosePublic School.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 85

Postgraduate degree 15

Professional learning and teacher accreditation

TEACHER ACCREDITATION

Mrs Jones completed her Teacher AccreditationAuthority (TAA) accreditation at the Proficient levelTeacher on 26/09/2018.

Mrs Stephens is undertaking the Highly Accomplishedaccreditation process.

PROFESSIONAL LEARNING

The following Professional Learning sessions wereconducted during 2018. Professional Learning sessionsare based on the:

1. Strategic Directions of the school

T3W2 Revised and implemented the Scope andSequences of all Key Learning Areas to ensure that alloutcomes were taught Kindergarten to Year 6.

T1W2 Planning Days for all teachers were organised toensure collaboration of units of work.

T1 W1 Implementation of the Sounds Waves andiMaths programs for Year 1 to Year 6 by consultant.

T2 and T3W9 Mark Warren attended a course inEffective Differentiation. Throughout the year, Stage 2teachers collaboratively wrote and taught adifferentiated unit of work. In T3W9, the created unit ofwork was noted as being of an exemplary standard andwas distributed at the following professional sessionwith the publishment of the unit within the Departmentof Education.

Lianne Stephens and Sharon Killick to G&T course atSydney University

T2W10 Staff to meet with Belinda Zorian for 40mins toshow programs and use of differentiation

T1W7 Quality Teaching Rounds ProfessionalDevelopment Introduction and establishment of processin the Community of School's project

T3W8–P/L session–QT reflection by stage 2 teacherswith all staff

T1W8 19/3, 7/5 Executive staff to Davidson HS for'Visible Learning' delivered by Principal

T3W5 P/L Using the School Council Award books in theclassroom–Miss Wedlock

T1W2 and T2W7 Sydney uni for STEMacademyP/L–Stage 3 teachers

T4W3–STEM presentation of work at SydneyUniversity–Stage 3 teachers

T1W9 Developing Aboriginal PLPs – Four members ofstaff attended.

T3W4 P/L –People and Places: An AboriginalPerspective for Stage 1 Geography Syllabus

WCS Aboriginal Reference Meeting at Kambora PSthroughout the year

T2W5 Admin meeting–Using the Commbox within theclassroom

T2W5 31/5 Literacy/Numeracy progressions daycourse–Mrs Zorian and Mr Warren

T2W6 Early Years Course using progressions–Mrs deWilde and Mrs Thoroughgood


T4W1–Analysing NAPLAN and Report writing

T1W3 13/2 and 14/2 Mini–lit and Multi–lit course–MrsCohen

T3W1 T3W7 and T4W5 – Behaviour managementstrategies Sue Miller, Assistant Principal, Learning andSupport for the whole staff

T2W1 SDD–Whole school–Assessment as learning,SOLE differentiation (Mr Davidson and Mrs Zoriandelivered) and Stage Planning

T2W3 Field of Mars Incorporating the NaturePlayground into Geography/Science lessons withPrincipal Steve Papp/Julie–Anne Sheridan/Nathan

T2W5 Field of Mars Nature Playground Use ofTechnology and Apps with Education– StevePapp/Julie–Anne Sheridan

T3W9–Waste workshop Wheeler Heights–Mrs Jones,Mrs Staples and Mrs de Wilde

T3W6–Compost and worm farm workshop MPS–MrsJones and Mrs Staples

25/10. P/L all staff. Rachel from Northern BeachesCouncil – vegetable garden and composting across thecurriculum

2. Mandatory training

T1W5 CPR Training/Anaphylaxis

T2W9 Code of Conduct/Secondary Employment/Fraudand Corruption training

T1W9 Annual Child Protection policy training

T1W4 21/2 & 22/2 Induction Principals' conference

T3 SCOUT mandatory training

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 220,246

Revenue 2,543,549

Appropriation 2,207,186

Sale of Goods and Services 2,000

Grants and Contributions 329,922

Gain and Loss 0

Other Revenue 0

Investment Income 4,442

Expenses -2,468,766

Recurrent Expenses -2,468,766

Employee Related -2,087,833

Operating Expenses -380,932

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

74,783

Balance Carried Forward 295,029

Belrose Public School implements school's financialmanagement processes and governance structures tomeet financial policy requirements.

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 1,978,376

Base Per Capita 58,591

Base Location 0

Other Base 1,919,785

Equity Total 96,357

Equity Aboriginal 1,321

Equity Socio economic 4,599

Equity Language 5,222

Equity Disability 85,215

Targeted Total 43,543

Other Total 55,717

Grand Total 2,173,993


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

School-based assessment

Learning Support (Jane Cohen)

Literacy acquisition is a high priority for students atBelrose P.S. 44 students from across Years K to 6participated in the intensive, systematic readinginstruction of the MultiLit Reading Tutor Program(Making Up For Lost Time in Literacy) in 2018. TheProgram is supported by the Learning and SupportTeacher, Support Learning Staff Officers, ClassTeachers and our amazing team of CommunityVolunteers and Parents. This amazing team hasprovided explicit one–on–one instruction for studentswho have been identified as requiring a more intensivelevel of support of up to four or five individual sessionsper week.

In Stage One we have had 26 students participate inour MultiLit Programs throughout 2018. MiniLit is a newinitiative for 2018 that the school has implemented forstudents in Year One. The school invested in furtherresources and professional development of the LaST atMacquarie University. Eleven Year One studentsparticipated in this intensive, explicit, small groupprogram four days weekly. Eleven Year Two studentsparticipated in the MultiLit Reading Tutor Program forexplicit one–on–one individual sessions. All studentshave made substantial gains and most can now readover 300 new sight words and have also madeimpressive gains in their knowledge of word attackskills at their own individual ability levels.

Stage Two and Three had 20 students who continuedthe Multi Lit Program in 2018 and over 55% of studentshave now completed the program with another 20% ofstudents who are close to completion. The LaST alsoengaged in team teaching working alongside classteachers to develop and implement writing strategiesand social skills programs.

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

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 NAPLAN

on 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.

In Year 3, 44 students and in Year 5, 45 studentsparticipated in NAPLAN. Our results reflect the school'sability to cater for the needs of a diverse range ofabilities through differentiated lessons. Year 3 Readingresults are strong. 67.5% of students compared to43.3% of the state are in the top two bands. 42.4% ofstudents are in the top band compared to 36.9% ofSSSG and 25.3% of the state. There has beenconsiderable progress in writing. In Writing, 53.5% ofYear 3 students are in the top two bands compared to43.3% of the state. There are no students below thenational minimum standard. In Spelling, 67.4% of Year3 students are in the top two bands compared to 52.8%of the state.

In Year 5, 53.5% of students are in the top two bands inReading. The scores were significantly better than thestate average of 34.8%. In Year 5 Writing, 20.4% ofstudents were in the top two bands compared to 4.5%of the state. Students in the top two bands at Belroserose by 13% since 2017.

72% of students were greater than or equal to theexpected growth from Years 3 to Year 5 in Writing. Thiswas a very good achievement. 80% of girls weregreater than or equal to the expected growth fromYears 3 to Year 5 in Writing. 59% of students weregreater than or equal to the expected growth from Year3 to Year 5 in Reading. 70% of girls were aboveexpected growth. Additional students achieved aboveexpected growth in Reading and Grammar andPunctuation compared to numbers in 2017. There weremany areas where the school percentage choosing thecorrect response was 10 or more above the statepopulation percentage. Overall, we have the sameamount of students achieving growth between Year 3and Year 5 compared to earlier years.

Our students continue to progress well from Year 5 toYear 7 with NAPLAN Year 7 results indicating that theyare all performing above the National minimumstandard in Reading, Writing, Spelling, Number andGrammar and Punctuation. There are more studentsachieving above or expected growth between Years 5and 7 compared to other years.


In 2018, Year 3 Numeracy results were very good with51.1% of the students performing in the top two bandscompared to 39.6% of the state. Belrose Public Schoolhad 30.2% of students in the top band compared tocompared to 26.1% of Similar schools (SSSG) and15.8% of the state.

In 2018, Year 5 Numeracy results were very good with


47.7% of the students performing in the top two bandscompared to 29.3% of the state. Belrose Public Schoolhas 5% more students in the top band compared to2017. Overall, student growth is very good with higherperforming students requiring further extension.

The My School website provides detailed informationand data for national literacy and numeracy studentscontinue to progress well from year 5 to year 7 withNAPLAN year 7 results indicating that they are allperforming about the National minimum standard inNumeracy.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Belrose Public School already performs significantlyhigher than the NSW NAPLAN average. Nevertheless,our results indicate a marked increase between the2017 and 2018 NAPLAN student results in the top twobands:

Year 3

– 15% increase in Spelling results

– 15% increase in Reading results

– 10% increase in Numeracy results

– 4% increase in Grammar and Punctuation resultscurrently at 67.5%

Year 5

– 13% in Writing results

– 8% in Reading results

– 5% in Numeracy results

– 26% in Grammar and Punctuation results


Parent/caregiver, student, teachersatisfaction

Each year, schools are required to seek the opinions ofparents, students and teachers about the school. 'The'Tell Them From Me' survey is designed to provide theschool with insight to guide school planning and toidentify school improvement initiatives.TeachersThe Focus on Learning Survey is a self–evaluation toolfor teachers and schools which is based on twocomplementary research paradigms. The first 'effectiveschools' research assesses eight of the most importantDrivers of Student Learning. The research onclassroom and school effectiveness has consistentlyshown these factors to be strong indicators of studentachievement. The second paradigm, related toDimensions of Classroom and School Practices, isbased on the learning model followed by the OutwardBound program. This Belrose PS report providesresults based on data from 14 respondents in thisschool who completed the Teacher Survey between 27Aug 2018 and 30 Aug 2018.

The survey results indicated that all teachers weresupported by an effective leadership team. Leadersworked with staff to create a safe and orderly schoolenvironment, to assist staff to establish challenging andvisible learning goals for students and that leadershelped staff to improve their teaching. Collaborationwas high as teachers considered they have workedwith other teachers in developing cross–curricular orcommon learning opportunities (93%), discussedstrategies that increase student engagement (91%),discussed learning problems of particular students withother teachers (95%) and set high expectations forstudent learning (95%). An effective learning cultureamongst staff has been established with setting highexpectation for student learning (95%), in most casesdiscussing the learning goals for the lessons (86%) andmonitoring the progress of individual students (86%).Teacher survey results indicate that within the teachingstrategies, students are very clear about what they areexpected to learn (86%) and teachers discuss withstudents ways of seeking help that will increaselearning (84%). Teachers rate highly how Belrose PS isan inclusive school. This year's survey show anincrease in how students have opportunities to usecomputers or other interactive technology to analyse,organise, and present subject matter (82%), assiststudents to use computers or other interactivetechnology to undertake research (88%) and helpstudents to overcome personal barriers to usinginteractive technology (80%). Areas for a continuedfocus within the teacher survey were using data toinform practices. Results indicate a positive shift in thisarea of our strategic direction as teachers areadditionally using formal assessment tasks to informlesson planning (70% in 2017 to 82% in 2018) andproviding examples of graded work (66% in 2017 to80% in 2018). These areas continue to be a focuswithin our professional development.

Parents

The 'Tell Them From Me' parent survey was completed

by 82 respondents, 100% more than in 2017. In mostareas surveyed, the results were higher than those ofthe NSW Government norms. Belrose PS's parents areaware that the school supports positive behaviour andsafety programs at school, scoring higher than the statenorms. 84% of parents think the school rules are wellknown to the students. Parents indicated that they feelwelcomed at Belrose PS with the administration staffscoring the highest percentage in the three surveys of86%. Effective communication avenues are noted by allparents through informal meetings, reports,newsletters, emails and social media. There is anincrease in the percentage of parents who felt that theywere well informed about their child's progress and feltthat their child's progress was written in terms that theyunderstood, 62% felt informed about their child'sbehaviour, whether positive or negative, 62% were wellinformed about their child's progress in school subjectsand 58% were informed about their child's social andemotional development. 56% of parents talk to theirchildren about how important school work is and 59%discuss how well they are progressing. More parentsindicated that they want less time spent on homework.79% of parents think teachers encourage their childrento do their best. 61% of the parents have definiteeducational aspirations that their child will attenduniversity with 96% expecting that their child will finishYear 12.StudentsThis report provides results based on data from 121students from Years 4, 5 and 6 in the school whocompleted the survey between 27 Aug 2018 and 05Sep 2018 and is compared to NSW data collected in2015. Belrose Public School continues to have a highrate of positive social and emotional outcomes. 93% ofBelrose PS students compared to 83% of NSWstudents experience a high rate of participation insports with an instructor at school, other than in aphysical education class. 74% Belrose PS studentscompared to 55% of NSW students have a high rate ofparticipation in art, drama, or music groups;extracurricular school activities; or a school committee.More students at Belrose PS have friends at schoolthey can trust and who encourage them to makepositive choices. The students acknowledge that theclassroom management is highly effective whencompared to the state. 56% of students strongly agreeor agree that they expect to go to university.

Many drivers of student outcomes not only rely on thequality of the teaching staff but on the positive attitudesto learning and higher levels of perseverance by thestudents. Survey results suggest a focus for 2019 bewith one of our main values of 'Personal Best' at theforefront. Survey results which justify this include: 84%of students at Belrose value schooling outcomescompared to 96% of the state. 43% of students areinterested and motivated in their learning and 25% ofstudents hold positive homework behaviours comparedto 64% of the state. 29% of Belrose PS boys comparedto 44% of the state have a high perseverance level and53% of the girls are on par with the state levels. Wewere well below the state norm with 43% of studentsinterested and motivated to learn compared to 78% ofthe state.

43% of students in the school had scores that placed


them in the desirable quadrant with high skills and highchallenge compared to 53% of the state norm. 28% ofstudents were confident of their skills but did not findclasses challenging compared to the NSW norm of26%. 24% of students were not confident of their skillsand found English or Maths challenging. The NSWGovt norm for this category is 14%. 5% of studentslacked confidence in their skills and did not feel theywere challenged. The NSW Govt norm for this categoryis 7%.

Policy requirements

Aboriginal education

NAIDOC WEEK

Throughout 2018, all classes continue to havecross–curriculum priorities encompassing Aboriginaland Torres Strait Islander histories and culturesembedded into teaching and learning programs, withparticular emphasis in the Key Learning Areas ofHistory, Geography and Literacy. These perspectiveswere taught in line with the NSW Syllabus for theAustralian Curriculum. All staff were also involved inprofessional learning, which involved a 'PersonalLearning Pathways' session, which catered to theneeds of Aboriginal students within the classroom. As aschool, we continue to use the 'Acknowledgement ofCountry', which was written by the Year 6 Leaders lastyear, at all assemblies and formal occasions. Oneteacher has also attended regular WarringahCommunity of Schools Aboriginal Reference Groupmeetings, where resources and ideas have beenshared with local Primary and High Schools, such as anew Aboriginal programming for the History,Geography and English syllabi.

All students at Belrose celebrated NAIDOC Day on the2 August. The day began with a 'Welcome to Country'and a Smoking Ceremony by Uncle Laurie, followed bya 'Show and Tell' session of the Stingray, which is thelocal totem. Some classes went on the oval for someAboriginal sports games with Dave Lardner. Thesegames were based on hunting for food. It has been avery exciting year for Aboriginal Education at Belrose.

PROFESSIONAL LEARNING

In Term 1, Week 9, members of staff attended aprofessional learning session on the writing of Personal

Straight Islander decent.


Multicultural and anti-racism education

Belrose Public School promotes a highly inclusivelearning environment where students and their familiesfrom all cultural, religious and language backgroundsare positively supported and encouraged to participatein all areas of the school environment. Within ourschool, approximately 15% of students come fromLanguage Backgrounds Other Than English (LBOTE).Our LAST teacher teaches EALD students using theESL scales, in line with the English syllabus, to ensurethat students develop the necessary language requiredto access the academic language of class programs.EALD teachers work closely to support class programsby team–teaching or withdrawing students withadditional needs. Our school has an anti–racism policysupported by an anti–racism officer. We celebratedHarmony Day within the classroom program earlier inthe year through activities to develop our understandingof our diverse cultural, religious and languagebackgrounds. Teachers in the school haveprogrammed and assessed using the new Englishcurriculum, with units that focus on cross curriculumpriorities and general capabilities that encompassintercultural understanding.

Other school programs

LIBRARY

Stage 2 students did an information report about ananimal using an information report marking rubric as aguide. Technology was used as an aid to underpin theirresearch. They also researched symbols associatedwith Anzac Day.

Stage 3 students accurately mapped the voyage ofHMS Beagle using My Maps. They demonstratedresearch skills including locating text, gathering andorganising information whilst studying the History unit of"Remember the Past". They did some research on theauthor Oliver Phommavanh and created Powerpoints topresent their findings. Students completed a bookreview on a Children's Book Council Shortlisted book ina word document.

Premier's Reading Challenge

Many children registered for the Premier's ReadingChallenge this year. We had over 80 children gaining aParticipation Certificate, among these were childrenachieving a Gold Certificate for completing thePremier's Reading Challenge for 4 years, and somestudents for gaining a Platinum Certificate which iscompleting the Premier's Reading Challenge for 7years. This is a wonderful achievement for a smallschool

Book Fair

During Education Week and on our Open Day we had aBook Fair. We had a large number of families from ourschool who supported this event and donated manynew titles to our school library. Just under $2000 worth

of books was donated. This has been of great benefit toour library.

Book Week

To celebrate Book Week we had a Book CharacterParade and a visiting author Oliver Phommavanh. Hewas most entertaining and informative. The studentsenjoyed his visit, with some students purchasing hisbooks on the day, which he signed for them. DuringBook Week I also gave a presentation to the staff aboutthe theme of Book Week, the story behind Book Week,and then went into detail about some of the Children'sBook Council Shortlisted books.

Northern Beaches Young Writer's CompetitionPresentation Night

I was most fortunate to attend this event with one of ourstudents in Kindergarten, Valentina, with her story "Follow the Lizard." Valentina did very well in thecompetition.

Library Staff

I would also like to thank Mrs Engelen for her help inthe school library again this year. Her help is veryvaluable to ensure the smooth running of the library. Aspecial thank you to Mrs Whelan, Mrs Baptista and MrsCreagh who have volunteered in our library, and havehelped with covering books and many other jobs aswell. Your help is greatly appreciated.

Kirsten Wedlock (Teacher–librarian)

CHESS

Belrose Chess Club has consisted of students fromYears 3 to 6 this year, who have enthusiasticallyparticipated in a school based competition on a regularbasis every second Friday before school. Belroseentered two teams in the NSW Junior Chess League;Belrose A and Belrose B. Belrose A came first andBelrose B came a close second in the zone.Congratulations to Belrose for a sterling effort! Belrosealso keenly entered the one–day Northern BeachesPrimary Schools Chess Challenge at Mona Vale. It hasbeen a wonderful opportunity for so many highlyengaged students, who are able to enjoy playing chessusing higher order thinking skills on a fortnightly basis.

Lianne Stephens (Class teacher)

GIFTED AND TALENTED

Stage 3 Enrichment Programs

A number of Year 6 students attended an ExtensionStudies program at Balgowlah Boys High School inSemester One. This was a comprehensive programteaching science, Technology, History andMathematics. Similarly, several Year 5 studentsattended Davidson High School for two terms, toparticipate in a variety of enrichment activities includingDrama, Technology, Languages, Design, Science,Mathematics and Environmental Studies.


Premier's Spelling Bee

All classes in Stages 2 and 3 participated in thePremier's Spelling Bee. Each class conducted aspell–off and the two students who spelt the mostwords correctly from each class then participated in theSchool Spelling Bee. Four amazing spellers from bothStage 2 and Stage 3 then represented Belrose Schoolat the Regional Spelling Bee Final and performedextremely well. We are very proud of their efforts!

Gateway Workshops

This year our gifted and talented students have beenidentified and offered a variety of experiences designedto nurture their interests and aptitudes. Our gifted andtalented students have had the opportunity toparticipate in a variety of 1–day workshops as part ofthe Gateway Eureka program. These workshops havetargeted students with specific strengths in creativewriting, memory training and science. Over 50 studentsfrom Years 1–6 have participated in these workshopsthroughout the year and their feedback, from both thestudents and Gateway presenters, has been extremelypositive.

ICAS Competitions

This year many of our gifted and talented studentsparticipated in the Digital Technologies, Science,Mathematics, and English ICAS Competitions. Ourstudents achieved 2 High Distinctions across thesecompetitions, placing those individual students' resultsin the top 1% of participants.

Stage 2 Maths Olympiad

Talented mathematicians from Stage 2 were chosen toparticipate in Maths Olympiad sessions every week inTerms 2 and 3 to prepare them for participation in theMaths Olympiad Competition in Stage 3. They workedvery enthusiastically to improve their problem solvingskills and conscientiously completed higher orderthinking tasks both at home and in the classroom. Allstudents enjoyed the collaborative learningenvironment.

Stage 3 Maths Olympiad

Belrose PS had 17 Stage 3 mathematicians participatein the Maths Olympiad interschool competition thisyear. These students were selected by their classteachers due to their outstanding problem solving andnumeracy skills. We expanded our team to include oneoutstanding Stage Two mathematician. Over the courseof the year our team sat five exams against teams ofstudents from over 1000 other schools. Our MathsOlympiad team worked tirelessly to further develop theirproblem solving skills this year.

Maths Challenge Camp

Maths Challenge Camp is an opportunity for 4, Year 5students per Northern Beaches school. Belrose electedto send 4 students who demonstrate a passion andexcellence in mathematics. It is facilitated by LaurindaLomas (Deputy Principal, Elanora Height Public

School) and Thomas Davidson (Assistant Principal,Belrose Public School). The aim is to introduce thestudents to the framework of "thinking like amathematician". Thinking like a Mathematician uses theprecepts of: defining the problem, experimenting,collecting and organising data, seeking a pattern andhypothesising and testing. The students are alsochallenged to make a new friend from another schoolduring the two day event.

Anna Campey–Jarvis (Gifted and TalentedCo–ordinator)

K–6 PUBLIC SPEAKING COMPETITION

Belrose Public School held the K–6 Public SpeakingCompetition in Term 3. All students developed theirpublic speaking skills by participating in oralpresentation activities in class, including impromptus, inpreparation for the competition. Students becamefamiliar with the rubric that clearly stipulatedexpectations at each grade level. All speeches werewell–written and articulately presented with confidence,expression and poise. A Grand Grade Champion wasselected by an external adjudicator and complimentedall students on their effort. Following this, the winners ofthe Year 2, 4 and 6 competition competed againststudents from the Community of Schools. As well asthis, two of our year 6 students have presented theirspeeches twice at the Rotary Club.

Tracey Mavromatis (Class teachers)

PERFORMING ARTS

Dance – Senior Girls' Dance

The Senior Girls' Dance group catered for students inStage 3 (Years 5 & 6). There were 24 students whorehearsed weekly and assisted with choreography,costume design and performed at Awards Days andPresentation Nights. A main focus of 2018 wasattending the Sydney North Festival and performing onstage in front of a large audience. Studentsexperienced a variety of expressive dance styles andcreated new performances for the varied audiences.

Dance – Senior Boys' Dance

The Senior Boys' Dance group is a highly enthusiasticand committed group of 24 Year 5 and 6 boys. Theyrehearsed weekly and have performed at schoolAwards Days and Presentation night. The boyssuccessfully auditioned for the Sydney North DanceFestival and performed several times at the Glen Streettheatre throughout the festival.

Dance – Junior Dance

The Junior Dance Group consisted of enthusiastic boysand girls from Years 3 and 4. They rehearsed weeklyduring Wednesday lunch times. The group weresuccessful in auditioning for the Sydney North DanceFestival and performed at the Glen Street Theatre inJuly. The dance group also performed at Awards Dayfor Stage 2.


Teddy Bear's Picnic

Teddy bears of all different shapes and sizes gatheredtogether at Belrose Public School for our specialpreschool Teddy Bears' Picnic morning. Our verytalented Belrose clarinet and flute ensemble openedthe morning, playing a selection of catchy nurseryrhymes. This was followed by a musical dramaproduction performed by some wonderful Year 5 actorswith our KD students singing a variety of teddy bearsongs. After the performance KD skipped off with theirYear 6 buddies for special teddy bear activities, whilethe preschoolers enjoyed a variety of craft activities andoutdoor games, assisted by our Year 5 helpers. Ofcourse a picnic wouldn't be a picnic without food –watermelon, tiny teddies and juice were on the menu.The Year 5 helpers displayed wonderful leadershipskills with their friendly, helpful and caring attitudetowards our visiting preschool children. Much fun washad by all!

Band program

Band continues to be a strength for Belrose PublicSchool! Under the expert leadership of James Hill andNick Polivineo, the students in our band program haveall had many wonderful performance opportunities in2018. All band students were invited to be part of theannual Belrose X–factor evening where we weretreated to a wonderful variety of repertoire, showcasingjust how well all the children are progressing with theirmusical skills. All the bands have played at variousschool events including our end of term assemblies,welcome BBQ's, Grandparent's Day, and KindergartenInformation sessions. We also graced the wider Belrosecommunity with a performance by all bands atBunnings Belrose earlier in the year for their Mother'sDay shopping night. We are looking forward to anamazing turnout for our school carols night as the yearcomes to a close. The highlight for our students in theConcert and Performance bands was definitely the 3day tour to The Blue Mountains. On this tour Belrosestudents joined with 25 students from Narrabeen NorthPublic School and played at a variety of venuesincluding 4 primary schools, a retirement home andJenolan Caves. The tour staff had numerous commentsfrom the public on how well behaved all the studentswere. The performance by Mr Hill, Mr Polivineo, MrsThoroughgood, Mrs Fyfe and Mrs Hunter inside theLucas Cave will surely be remembered by all! We hopethat 2019 can be just as wonderfully musical!

Choir – Boys' Choir

In its fourth year, the Boys' Choir catered for boys inStage 3 (Years 5 & 6). Students have sung morechallenging pop songs and sing in harmonies,developing singing skills and teamwork to meet acommon goal. The choir has successfully performed atAwards Days and special occasions entertaining arange of audiences. Students assisted with songselections and arrangements.

Choir – Primary Choir

Each Wednesday morning, a most enthusiastic groupof 50 Year 2 to 6 boys and girls, have met to sing their

hearts out with Mrs Jane Cohen, Mrs BritaThoroughgood and Mrs Rebecca Jones. The singingrepertoire has encompassed everything fromaccompanied contemporary through to a capellapieces. The students mostly sing in two part harmonyand there have been opportunities throughout the yearfor duo and solo performances. We have enjoyedperforming at Assemblies and Awards Days throughoutthe year and look forward to singing again in 2019.

K–2 Performance

"What an amazing performance! I loved every second"."Bravo". The very talented Tracey Wilkinson'smasterpiece script and choreography once againwowed the audience. Each K–2 class performed theirown item involving drama, dance and music. All actstied into our "Lost in Literacy" theme– what a wonderfulway to be immersed in such beautiful, rich children'sbooks. The children were so excited to be performingfor an audience and thoroughly enjoyed the experienceon stage. Our gold coin donation this year was sent tothe drought stricken areas.

Mark Warren, Sam Meikle, Tracey Wilkinson, Jenny deWilde, Brita Thoroughgood, Jane Cohen, Bec Jones

SCIENCE – ENVIRONMENTAL EDUCATION

There is nothing better than eating vegetables and fruitstraight from the garden. Just ask the enthusiasticmembers of the Belrose Public School Garden Club.

At Belrose Public School we continue to valueenvironmental education and support sustainablepractices.

This year saw the vegetable garden move to a differentsite and increase in size. Garden Club andEnvironmental Club were merged. The newly formedGarden Club continued to grow. With the aid of parentsand teachers, recycled objects were added to thegarden as beds for the seedlings. Seedlings weredonated by the Northern Beaches Council and plantedby students who continued to tend to the schoolvegetable gardens. The team met on Thursdaymornings to plant, water, mulch, fertilise, harvest andeat the produce.

Magnifying glasses provided opportunities for looking atthe insects and plant growth. Students learned aboutsustainable practices.

Composting and recycling systems continuedsuccessfully. All vegetable and fruit waste went into ourcomposting bins, thus producing healthy soils for ourgardens. Year 5 became responsible for undertakingthe collection of and turning the compost.

Belrose Public School was chosen to participate in theHealthy Gardens School Program organised by theNorthern Beaches Council. Workshops were attendedby children on composting and its many benefits andcaring for the local species in our area. Year 1 lookedat the pests and beneficial insects in the garden withTim Seaton from Northern Beaches Council. Theylearned how they can use organic means to deter


pests.

Courses on waste–free schools, composting and usingsustainability and the vegetable garden within all keylearning areas were attended by staff.

Bec Jones, Janne Staples and Rochelle Iwakura (ClassTeachers)

STEM (SCIENCE, TECHNOLOGY, ENGINEERINGAND MATHEMATICS)

It has been a STEMtastic year at Belrose. STEM(Science, Technology, Engineering and Maths)integrated learning has enabled students to go beyondbeing engaged to being enthusiastic learners. Theirhorizons have been expanded with authentic learningexperiences and exposure to a vast range of newresources. We have purchased Little Bits,Hummingbirds, Makey Makeys, iPads and had a term'sshare of a virtual reality kit.

The overwhelming success of the Museum of UnnaturalHistory was the culmination of hours of industrious workby the students and staff. Students proudly showcasedtheir designs and were able to talk confidently to themany visitors who attended.

Using Google Classroom to collaborate with DavidsonHigh School as part of a critical partnership, thestudents enabled a dialogue to be established andfeedback from peers to be relevant and informative.

Using Spheros and BeeBots we visited many localpreschools and shared our skills to enthrall thepreschool students. Belrose students were dedicatedleaders and were organised and committed to theproject.

Our successful partnership with the University ofSydney as part of The STEM Teacher EnrichmentAcademy enabled staff to have professional learningthey shared with students and colleagues. Thispartnership involved a year long program of academiclearning, collaborative tasks with guidance from auniversity mentor and opportunities for reflectivepractice.

Our community partnerships have involved a link withCSIROs Professionals in Schools program where avisiting professional has shared his expertise with thestaff and students to enhance student learning. Wehave also worked closely with parent volunteers whohave expert knowledge to share.

The NSW Department of Education STEMshare kit wasan added bonus to end a highly successful year. DuringTerm 4 we were lucky enough to secure a virtual realitykit. The students had the opportunity to use this virtualreality kit to bring their learning to life.

TECHNOLOGY

Belrose Public School has had a great year in the ICTroom exploring new software and technology. We aimto equip our teachers and students with knowledge andskills to keep up with the fast pace of changing

Technology. Again this year we have had a dedicatedK–6 Technology Teacher who teaches each classweekly and all classes have access to additional time inthe Technology room. We've had a dedicated STEMroom available this year to build, create, test, observe,and experiment during the different STEM activities..

All students from K–6 have access to an array ofequipment including computers, iPads, DigitalCameras, Digital Microscopes, Green Screens,Robotics and an array of tools and programs both in theComputer Lab, the library and in our daily classroomroutines. Additional hardware and software waspurchased to facilitate optimum levels of studentengagement with technology. iPads and Comm Boxeswere added to each room and 16 new PC's wereinstalled in the computer room. The school's library isfitted out as a 'secondary' computer lab. The computersand laptops are used to underpin the researchelements in the inquiry lessons taught.

All lessons that are undertaken in the Technology roomare developed in collaboration with the Stage Teams toensure lessons are aligned with classroom teaching.

Our 2018 Kindergarten students were nearly all new tocomputers this year, therefore we had a busy yearfamiliarising them with the keyboard and mouse andbasic software programs. Kindergarten students beganlearning coding by using the Bee Bot robots andprogrammes including Scratch Jr, Bee Bots andKodable.

Stages 1–3 have been involved in a variety of lessonsincluding coding, creating videos, GSuite, Robotics,Digital Citizenship, Photoshop, Google Maps, GreenScreen, touch typing, emailing as well as continuing tofamiliarise them with the different programs within theMicrosoft Office suite.

Professional learning was provided in a variety of formswith all teachers researching, learning and sharingskills, strategies and useful resources. Regular trainingwas provided to all teachers to build staff skills andconfidence. As a result devices are being used morefrequently, more teachers are sharing knowledge andmore technology is being incorporated into everydayteaching and learning across all key learning areas.

We've had a hugely exciting year in ICT in 2018 andour teachers are already in planning for 2019.

Coding Club

We have had an array of dedicated students attend ourcoding club this year which runs for 1 hour a week.We'll be looking to include additional software to furtherengage our student's creative and problem solvingskills in 2019. Our tech savvy students will then besharing their creations, knowledge and skills with theirpeers.

Claymation

Stage 2 students enthusiastically participated in a oneday claymation workshop. Claymation is a method offilm animation using adjustable clay figures and stop–


motion photography. Before the day of the workshop,students worked collaboratively in groups to develop astory and to design and paint colourful backgrounds.The groups created a range of detailed clay characters.They shot and edited their movies, adding voices andappropriate sound effects. The day culminated with anexciting viewing of all of the amazing movies. Studentsexpressed their appreciation and enjoyment for thisstyle of learning.

Sphero

Year Three students participated in a Sphero Driveworkshop in which they engaged with the amazinginteractive and engaging robot called Sphero. Theyparticipated in several challenges that developedteamwork, cooperation and communication skills asthey learnt to program and control the Sphero.

Newsmaker

Year Four students engaged in an exciting programcalled Newsmaker Workshop. They collaborativelyresearched and then created a script and newsstorylines. They then shot, edited and published their tvnews bulletins during the workshop. A wide range ofstorylines were presented, displaying the creativity andtechnological skills of the students. It was an enjoyableexperience for all students involved.

Bec Jones and Sharon Killick (ICT and Class teachers)

SPORT

Belrose Public School has once again achievedoutstanding results in sport. 27 students attended Zonetrials of which seven students progressed through toArea trials in a variety of sports such as softball, soccer,rugby league, cricket, tennis, rugby union, touchfootball and netball. 5 students were then selected toattend Sydney North trials for that particular sport.

Two children represented Sydney North at the AreaSwimming Carnival. Four wonderful runners attendedthe Sydney North Cross Country. Nine outstandingathletes represented Sydney North at the Area athleticsCarnival. Two students progressed through to the NSWPSSA Athletics Carnival for high jump, 100m and200m.

This year there were 5 new Belrose school records setat our school athletics carnival in 100m, long jump andshot put. Belrose Public School placed 1st on handicapat the Zone Athletics carnival and 2nd overall.

Belrose students participated in the Rugby League,Eagle Tag and the Senior Girls' Soccer Gala Day.These were wonderful opportunities to play againstother schools outside our zone and improve skills andpromote teamwork. We have competed in the Summerand Winter Warringah PSSA competition in Softball,T–Ball, Cricket, Soccer, AFL and Netball. The followingteams were Zone Premiers; senior boys cricket, T–BallA girls, Softball A girls. While the Senior Netball A,Softball B girls, T–Ball B girls were Zone Runners – Up.Belrose students are always keen and eager toparticipate in team sports. Belrose children

demonstrate outstanding sportsmanship, arecooperative and encouraging of one another on thefield as well as highly competitive and skilled in theseteam sports. Thank you to the PSSA coaches for theircommitment, enthusiasm and support of our students;Mrs Meikle, Mrs Stephens, Miss Jarvis, Mr Davidsonand Mrs Zorian.

Students in Years 3–6 participated in the Premier'sSporting Challenge which aims to engage youngpeople in sport and physical activity and encouragesthem to lead healthy, active lifestyles.

Well done to all our wonderful Belrose Athletes whoachieved their personal best this year. We hope youcontinue to achieve outstanding sporting success in thefuture.

Sam Meikle (Class Teachers)

Swim School

Year 2 students participated in the Swim Schoolprogram run by the Austswim and NSW Department ofEducation and Community instructors. All students whoparticipated enjoyed the 2 hour swimming sessionevery morning for a week. The students were gradedon their first day according to their swimming ability andthen trained according to their level by a qualifiedinstructor. The graded classes catered for all levels,which included freestyle with bilateral breathing,backstroke, breaststroke, butterfly, diving and tumbleturns. Water safety and survival skills were also taughteach day, which is extremely important for all ourstudents to know. It was a very worthwhile andsuccessful program. All students who participatedmade wonderful progress. It is a highly valued programat our school.

Rochelle Iwakura and Anna Campey–Jarvis (ClassTeachers)

BUDDY CLASSES

Great excitement all around! Year 6 students embracedthe opportunity to be a kind and helpful buddy to thenew Kindies. Our Kindies absolutely adored theirbuddies. Year 6 buddies played a variety of leadershiproles. In Term 1 they helped their buddy find theirmorning tea and lunch and spent time with them in theplayground to familiarise them with playground andschool expectations. Throughout the rest of the yearKindy children love seeing their buddies in theplayground. They came together for reading, maths,technology and art and craft activities. Year 6 studentspresented their buddy with a special personalised bookwritten and beautifully illustrated by them.

JAPANESE PROGRAM

Konnichiwa Belrose! Our classes have continued toexplore the cultural traditions and stories of Japan andto extend their knowledge of the Japanese language.Students in Year 1, Year 2 and Year 3 all participated intheir first Belrose Public School Japanese SpeakingCompetition. Students worked extremely hard to learntheir speech at home. Adjudicators from the Japanese


Saturday School came to judge. In Term 4, Year 3students completed a Special Interest Project. Theyprepared presentations to 'teach' their peers on anaspect of Japanese Language and Culture that theywere interested in. Their topics ranged from famoussurfers, interesting places to visit and animation.

Rochelle Iwakura (Japanese Teacher)

KINDERGARTEN TRANSITION PROGRAM

Excited, nervous and overwhelmed – these are justsome of the feelings that may be experienced bychildren as they leave the familiar setting of home,preschool or daycare and embark on the adventure of"big school".

Our Transition program helps to ensure childrenexperience a smooth and happy transition to Belrose.This year, children spent four fun filled consecutiveThursday mornings in a Kindergarten classroom with aKindergarten teacher, teachers' aide and some Year 5helpers. Children could freely explore and engage in avariety of activities similar to what they might find atpreschool, including construction, puzzles, collage,drawing, books and home corner role play. Afteractivities it was time for a big book story, a related craftactivity and singing. Children could bring their morningtea to eat under the COLA at the conclusion of theclassroom activities. Parents are always free to stay ifthey would like to.

Jenny de Wilde (Assistant Principal)

OPEN DAY/GRANDPARENTS' DAY

Another successful Grandparents' Day was enjoyed byall in attendance. We started the day off with a concertinvolving Belrose school bands, dance groups andchoirs – an amazing array of talent. Visitors weretreated to a tour of the classrooms, and excitedstudents proudly showed off their work. This wasfollowed by a sausage sizzle and picnic in our beautifulschool grounds.

CHARITIES

Stewart House

Belrose students raised $1004.60 for the children atStewart House this year. Students came to schoolstraight from bed, dressed in their pyjamas on the 21stAugust for Pyjama Day! Then on the 6th November,they supported Stewart House dressed in blue for theday. What a wonderful effort by the Belrose students!

World Vision Sponsorship

Belrose P.S. has had a long tradition of sponsoring astudent through the organisation World Vision.This yearwe started supporting and following the progress ofPaul Ndurutu, who lives in Kenya. This year our schoolheld a Crazy Sock Day in Term 4 to raise funds tocontinue supporting Paul. Through the generousdonation of many students and their families we haveraised $499. This money will contribute to supportingPaul and his local community, who have been suffering

from severe drought, with food, clean water and healthcare.

Lianne Stephens (Class teacher)

CAMPS

Great Aussie Bush Camp

This year the Stage 3 students attended the GreatAussie Bush Camp at Tea Gardens. This 3 day camp'saim is to build independence and confidence. Thestudents are challenged to take managed risks andachieve personal challenges. These challenges rangefrom being away from home for an extended period,completing the ropes course or working together tocreate a catapult.

All students complete these activities with enthusiasm.One student after completing the zip line stated it wasthe hardest thing they had ever done, just launching offthe platform. The student ran around and did it again!

Tom Davidson (Assistant Principal)


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