Black Hill Public School
Annual School Report
2012
1247
Students
Our school at a glance
Our students range in age from 4 to 12 years and
support each other in a small school
environment. Outside of school, students
participate in, and excel in, many cultural and
sporting activities, with many moving on to
specialist High Schools to pursue these talents.
Staff
Our professional staff, have a commitment to the
school and its values with many teaching and
non-teaching staff having worked at the school
for many years.
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Black Hill Public School is a small school, serving a
rural area surrounded by Newcastle, Maitland
and Kurri Kurri. Within our tree framed grounds
we provide environmental, academic, cultural
and technological facilities to encourage the
individual development of each student, to this
end the school theme for 2012 was “Celebrating
the difference”
In 2012 student numbers reached a record 82.
Our students are a microcosm of Australian
society across socio-economic and ethnic lines.
The school promotes quality teaching and
learning, with a mix of experienced and newly
qualified staff who continually strive for
improvement. In its goals the school is supported
by a committed community with high
expectations. The school delivers quality
curriculum opportunities within a safe and happy
environment.
A game of chess in the playground.
Significant programs and initiatives
Whole school wireless laptop program
At Black Hill Public School, through fostering
positive self-esteem, developing self-motivation
and self-discipline, we aim to help each of our
students realise their own individual potential
and be prepared for the challenges of the future.
Integrated technology for learning
Daily, structured fitness and sports activities
Active After School Program
School Council
Student Council
Stephanie Alexander Kitchen Garden Program
Whole school K-6 Science and technology
program
Whole school Civics Program
Peer Support
Restorative Practice Program
School Choir & Hosted Watoto Children’s Choir
School Guitar Band
Kindergarten first day 2012
1
The P&C raised much needed funds to help
resources our additional class and student
learning equipment.
Student achievement in 2012
As in past year, a number of students from our
school were successful in gaining selection to
selective schools or classes, such as Merewether
High or Callaghan College GATS class. We are
pleased to celebrate these achievements and
wish them well. Our commitment to students’
post-primary education continues and as well as
accepting past students as volunteers for games,
drama and computer lessons, work experience,
Practice Teaching and as casual teachers, past
students regularly return to the school, where we
are able to enjoy and celebrate their successes.
I certify that the information in this report is the
result of a rigorous school self-evaluation process
and is a balanced and genuine account of the
school’s
achievements
and
areas
for
development.
Brian Adamthwaite
Principal
There were many pleasing results by past
students, from the year 6 class of 2006, at TAFE
and in the HSC. Others have received scores to
enable them to follow their chosen careers. We
are proud of all our students and ex- students
and invite them to return in December for party
day, following their HSC year.
Messages
Principal’s message
Parent organized fun run.
During 2012 the school saw the completion of a
number of ongoing projects, new initiatives were
begun and some milestones achieved. This year
saw the school grow to four teachers and our
funding allowed for a learning support officer for
three days a week. By the end of the year
enrolments reached 82 students.
A major project to make the school wheel chair
accessible was fully completed, adding greatly to
the educational facilities available to all students
but in particular students with special mobility
needs. Our new library fully operational and
resources were added to IT equipment.
Easter parade was easier with our new wheelchair ramp.
2
P & C message
School context
Black Hill Public School is supported by an active
community. The P&C meets on the second
Tuesday of the month. The strength of a small
school is the engagement with its community and
through the P&C parents can be as active as they
are able, to work together for the benefit of all of
our students. To this end P&C support programs
within the school by providing finance, materials
and labour as needs arise.
In 2012 a very successful trivia night raised over
$8 000 to support the school in its educational
programs. There were many other successful
smaller fundraising events over the year,
including a Fun Run involving the children, Pie
Drives, Mothers Day Stall, Entertainment Book
sales, Chocolate sales, Easter Raffle and Hot
Lunch Days. Over the last year the P&C has
helped to fund the purchase of new literacy
materials, iPads for the classrooms and whirlybirds for the COLA.
Karen Stevenson
Students working together with technology.
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Student enrolment profile
P&C President
Gender 2007
Male
24
Female 33
School Council message
2008
25
35
2009
25
35
2010
19
36
The Black Hill community recognises the value of
quality education, and the School, Parents and
Citizens Association and The School Council all
work together to achieve the best outcomes we
can for our students. A School Council has been
successfully operating at Black Hill Public School
for the past 22 years. Through long term strategic
planning and close co-operation with the P&C we
have been able to develop resources and
programs that highlight our high standards and
expectations. In 2012 the focus has been on
maximizing school facilities and improving the
educational resources available to our students.
Class Sizes
By a focus on the key areas of, staffing, classroom
resources and property and grounds, the Council,
working with the fundraising capacity of the P&C
as well as submissions to government for grants,
has provided additional staff resources to assist
students with support and extension programs.
Our strength lies in planning, co-operation and
strong community support.
Student attendance profile
President Black Hill School Council
3
2012
34
49
Roll
class
Year
Total per year
Total In class
K
K
18
18
1
1
19
19
2-3-4
2
10
23
2-3-4
3
5
23
2-3-4
4
5
23
4-5-6
4
5
22
4-5-6
5
3
22
4-5-6
6
13
22
Year
K
1
2
3
4
5
6
Total
Brad Ure
2011
20
47
2008
96.1
2009
99.2
89.9
96.1
95.4
95.7
95.0
96.1
95.6
2010
94.9
96.4
94.0
94.9
94.0
97.3
95.9
95.3
2011
94.6
95.5
96.7
93.0
98.9
95.0
95.7
95.2
2012
95.0
93.5
94.1
94.3
91.5
98.1
97.6
94.6
Management of non-attendance
The school follows the DET policy and procedures
when dealing with student non-attendance. This
is done in consultation with the home school
liaison officer.
Easter Hat Parade
Staff retention
Some staff at Black Hill Public School have served
the school and community for a number of years,
some in excess of 18 years. Other staff are new to
our learning community and this mix provides an
excellent dynamic.
A family enjoying Father’s Day breakfast.
Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Staff establishment
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teachers
Teacher of Emotional Disabilities
Teacher of Mild Intellectual Disabilities
Teacher of Reading Recovery
Support Teacher Learning Assistance
Teacher Librarian
Teacher of ESL
Counsellor
School Administrative & Support Staff
Total
Degree or Diploma
Qualifications
Postgraduate
Number
1*
0
0
0
4*
0
0
0
0
0.2
0
0.02
1.1
5.32
% of staff
100
75
Kindergarten sharing work.
*Teaching/Principal
Financial summary
The National Education Agreement requires
schools to report on Indigenous composition of
their workforce.
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
There are no staff at Black Hill Public School that
identify as being of Indigenous background.
4
Date of financial summary
30/11/2012
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
$
30358.84
84937.70
112605.49
35782.21
2478.47
13419.65
0.00
279582.36
38691.39
19251.03
1099.42
750.42
1554.58
56293.84
6805.93
35128.16
0.00
12236.96
6870.99
13910.72
7390.02
199983.46
79598.90
Senior design and construction of a plaster mask.
Arts
The school continues its successful ceramic and
musical programs. These are demonstrated by
the brilliant year 6 ceramic installation completed
in 2012 on the theme of individual tiles
illustrating personalities. This will be placed on
the COLA wall near the 125th anniversary
ceramic. This new installation complements those
constructed since 2001.
Family picnic day and tabloid.
A full copy of the school’s 2012 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
School performance 2012
The school hosted the Watoto Children’s Choir.
Achievements
5
Again the school hosted other schools for Musica
Viva concerts. These are able to add a dimension
of quality live performance to our music program
and other small schools that are able to join us
and enjoy our facilities.
Sport
Black Hill Public School believes in developing and
encouraging the whole individual and to this end
sport and fitness is an important part of our
programs. Daily fitness, fruit breaks and sporting
activities such as skipping, netball, cricket, soccer,
league tag and inter school sport activities
support the school in achieving our goals. In 2012
the school began an Active After School
Communities (AASC) program involving a variety
of sports until 4:00pm. As well as more usual
team sports we also operated archery, circuit
training and Taekwondo. These AASC sessions
averaged 40 students a session all year.
2012 saw the extension of our singing and music
program with staff conducting a whole school
choir and guitar band groups.
During the year opportunities were made for
students to travel to other schools to develop
competition and experience. During 2012 a
number of students also competed in zone and
regional swimming and athletics.
Students are also encouraged in their out of
school sporting activities and in 2012 a number of
our students were selected to be members of
regional teams.
Musica Viva performance
Other
Social and Environmental
The Student Council and school leaders have a
high level of involvement in school operations. In
2012 they organised two highly successful discos,
a mini fair, stalls to sell excess vegetables from
the vegetable garden and raised funds to donate
to charities.
2012 saw the continuation of the school’s
cooking program with Years 3 - 6 students
cooking produce from the school’s vegetable
garden and eggs from the chooks as part of the
Stephanie Alexander Kitchen Garden program
(SAKGF), which finished in 2012 as a formal
association. Under the guidance of staff and
volunteers the students made many meals
ranging from muffins to vegetable frittatas. This
year saw the end of our direct commitment to
the SAKGF but we plan to continue this with
volunteer helpers and any available funding in
2013, the value of this program has been
demonstrated over the past four years and we
will make every effort to keep it operating.
Year 1 excursion to Newcastle Regional Art
Gallery.
6
Peer support leaders again were responsible for
operating groups in term one that focused on our
successful Civics program themes, with friendship
as the core issue addressed in 2012.
Academic
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Parents Join in sport afternoon.
Yr 3: from Band 1 (lowest) to Band 6 (highest for
Year 3)
Numeracy
–
NAPLAN
Year
3
Percentage in bands:
Year 3 Reading
Yr 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
40
Percentage of students
Yr 7: from Band 4 (lowest) to Band 9 (highest for
Year 7)
Yr 9: from Band 5 (lowest) to Band 10 (highest for
Year 9)
and/or
In the Higher School Certificate the performance
of students is reported in performance bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
35
30
25
20
15
10
5
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
K/1 Play Centre Excursion.
Reading – NAPLAN Year 3
Year 3 NAPLAN Reading
Average score, 2012
School
433.8
SSG
433.1
State DEC
419.6
Skill Band Distribution
Band
1
2
3
4
5
Number in Bands
0
0
0
1
1
6
1
Percentage in Bands
0.0
0.0
0.0
33.3
33.3
33.3
School Average 2008-2012
2.7
2.7
8.1
21.6
29.7
35.1
SSG % in Bands 2012
2.9
7.4
14.6
20.7
27.5
26.9
State DEC % in Bands 2012
4.3
11.7
16.8
20.5
22.3
24.5
Healthy and challenging outdoor activities.
7
Reading – NAPLAN Year 5
Year 5 NAPLAN Reading
School
598.2
Average score, 2012
SSG
506.7
State DEC
492.4
Skill Band Distribution
Band
3
4
5
6
7
Number in Bands
0
0
0
0
0
2
Percentage in Bands
0.0
0.0
0.0
0.0
0.0
100.0
School Average 2008-2012
0.0
12.8
17.9
15.4
25.6
28.2
SSG % in Bands 2012
5.1
10.2
22.3
24.5
23.9
13.9
State DEC % in Bands 2012
9.3
11.2
23.7
24.0
19.7
12.1
Our new contemplation garden being
constructed.
8
Percentage in bands:
Year 5 Reading
30
School
437.9
Average score, 2012
SSG
410.6
Percentage of students
Year 3 NAPLAN Numeracy
State DEC
400.2
Skill Band Distribution
Band
1
2
3
4
5
Number in Bands
0
0
0
2
1
6
0
Percentage in Bands
0.0
0.0
0.0
66.7
33.3
0.0
School Average 2008-2012
0.0
5.4
13.5
24.3
24.3
32.4
SSG % in Bands 2012
3.7
7.6
17.9
30.1
22.6
18.1
State DEC % in Bands 2012
4.8
10.6
21.1
26.9
19.9
16.6
20
10
0
3
4
5
Bands
6
7
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
Percentage in bands:
Year 3 Numeracy
Percentage of students
40
30
20
10
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
A variety of playground activities.
8
8
Numeracy – NAPLAN Year 5
Significant programs and initiatives
Year 5 NAPLAN Numeracy
School
609.2
Average score, 2012
SSG
503.9
As well as the Key Learning Areas of English,
Maths, Science and Technology, Human Society
and Its Environment, Creative Arts and Personal
Development Health and Physical Education, the
school conducts many other teaching and
learning programs that may be integrated or run
separately to the KLAs.
State DEC
493.6
Skill Band Distribution
Band
3
4
5
6
7
Number in Bands
0
0
0
1
0
8
1
Percentage in Bands
0.0
0.0
0.0
50.0
0.0
50.0
School Average 2008-2012
0.0
2.6
26.3
39.5
15.8
15.8
SSG % in Bands 2012
3.7
9.0
26.0
29.6
15.3
16.4
State DEC % in Bands 2012
6.4
13.2
24.6
26.7
14.2
15.0
Aboriginal education
The study of aboriginal culture is an ongoing
component of our HSIE program. Classes learn
about the significance of Aboriginal culture and
its vital part in the strength and diversity of
modern Australian culture. Every two years we
plan an Aboriginal culture day with a local group.
Percentage in bands:
Year 5 Numeracy
Percentage of students
50
40
Multicultural education
30
20
10
0
3
4
5
Bands
6
7
8
Percentage in Bands
School Average 2008-2012
SSG % in Bands 2012
State DEC % in Bands 2012
A healthy crop ready for the kitchen.
Percentage of Year 3 students achieving at or
above minimum standard (exempt students
excluded)
Reading
100.0
Writing
Spelling
Grammar & Punctuation
Numeracy
100.0
100.0
100.0
100.0
Multicultural education is an ongoing component
of the school’s HSIE program.
Through studies in HSIE, students this year have
developed an understanding and appreciation of
different cultures and beliefs and their influence
on our Australian identity.
Our Civics and Citizenship program also
emphasises the ideas of harmony, tolerance and
respect for all people in our society.
Percentage of Year 5 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
100.0
100.0
100.0
Grammar & Punctuation
100.0
Numeracy
100.0
National partnership programs
In 2012 the school was selected to be part of the
Empowering Local Schools National Partnership
program. The school is working on two projects,
one involving the School Council and governance
and the other trialing a change of roles for the
teaching principal.
9
The three surveys were separate and conducted
over a number of weeks.
Response to all three was similar, with just over
60% returned.
Sport and Fitness program
In 2012 the school started a new Active After
School Communities(AASC) program and the
acceptance of this program and its place in the
broader school sport and fitness program was the
focus of the survey.
Initially the school expected to have an average
of 15 students participating in AASC each of the
two days per week it operated. Over the whole
year the average was 40. The programs varied
across the year including Archery and Circuit
Training and some students followed on with
new sports outside of school.
There is always work to do in the vegie patch.
Fresh fruit and vegetables were served for
afternoon tea, some students having never tried
some of these before.
Findings and conclusions
All responses and comments were very
supportive of this program and suggestions were
made as to possible future activities.
Support was also positive for the in school sport
and fitness programs, however two responses
indicated that they were unaware that the school
had a fitness program. After having this as an
integrated part of our daily routine for 23 years it
would seem that more communication of school
activities may be necessary. Comments were
made that more team sport would be good,
however given the small number of students in
any division it is not possible to form teams for
many sports.
When cooking is over there’s always the washing up.
School evaluation
NSW public schools conduct evaluation to
support the effective implementation of the
school plan. In 2012 our school carried out
evaluation of three areas. Our Sport and fitness
activities as part of our Health P.E., P.D.
programs, Assessment and Report which is an
administrative program and the role of the
Principal as part of our Empowering Locals
Schools Federally funded special project.
Future directions
As a result of the evaluation, the AASC program
will continue in 2013 on set days, Tuesday and
Wednesday, instead of the variations tried in
2012.
The methodology used in each evaluation was
similar. A survey was conducted within the school
community via the school newsletter, which is
distributed to all families, staff and community
partners, as well as being published on the school
website.
This survey involved the opportunity
statements on a 5 point scale from
disagree to strongly agree. There was
opportunity to write a comment on
sections.
An association has been made with another local
small school so that individuals can join a
combined mixed school team for some sporting
activities.
to rate
strongly
also an
various
More effort will be made to advertise the sport
and fitness activities conducted by the school.
10
Findings and conclusions
All surveys indicated that having the principal not
attached to a particular class brought benefits to
both the class group and the school as a whole.
Comments included, more access to the principal
during the day by parents, more time to devote
to whole school management and the capacity to
work with all students in the school. There was
also a perception that a class teacher without
additional duties was a greater support to a class
group.
Future directions
Picnic day games are fun for the whole family.
It has been demonstrated that the role change
has broad community support and has
educational benefits to the whole school, it is
only possible to continue this for a short time.
There is not the capacity to continue funding this
trial within the usual school budget, the trial will
continue until Federal ELS funding is exhausted.
Assessment and Reporting
In 2012 the school trialed a different timing mode
for reporting. The first report of the year was sent
out at the end of term 1 and the 2nd report was
sent out at the end of term 3.
It was felt that this would better align with
national testing programs, High School
enrolments and the capacity of staff to assess
and support students across the whole year.
Any future progress in executive release by DEC
will be incorporated into this model.
Findings and conclusions
The vast majority of responses were very positive
about this change including comments outlining
benefits that we had not foreseen. In the main
the views express suggested that the previous
end of year report was “after the horse had
bolted”.
It was also found that the fourth term became
less hectic and improvement could be planned
around valid assessments from the term 3
evaluation processes.
Every two years we conduct a fire awareness
program with the local Rural Brigade.
Future directions
Parent, student, and teacher
satisfaction
This mode of reporting will continue in 2013.
A review is scheduled in 2015.
In 2012 the school sought the opinions of
parents, students and teachers about the school.
Role of the Principal
Their responses are presented below.
One of the projects that the school chose to
undertake as part of the National Empowering
Local Schools program (ELS) was to look at
staffing. In semester 2 the position of teaching
principal became one of non class duties. The role
became that of Librarian, Release Teacher, IT Coordinator and Support Teacher. The funding for
these school positions and funding from ELS
created a fulltime position.
Given the fact that a significant section of the
school community do not live in the immediate
area and as a consequence choose to travel
considerable distances to attend the school, it
can be concluded that they have a high level of
satisfaction. The furthest travel in 2012 was
Valentine to the south, Weston to the west and
Clarencetown to the north.
11
Informal discussions were held with individual
local families to determine satisfaction and in
particular areas of perceived advantage and
disadvantage.
It was reported that the caring family atmosphere
and the way in which individuals were catered
for, highlighted the strengths. It was reported
that the small peer group and the lack of
opportunity to be part of larger sporting teams
could be disadvantages.
In general the view was expressed that
satisfaction was high and that opportunities
existed outside school to mitigate disadvantages.
Integration of activities and technology allows for
greater individual learning.
Professional learning
Funding is provided to enable staff to continually
upgrade their skills. These funds are used to
support the achievement of the school targets in
the strategic plan. The school has generally
expended more funds each year than are
provided in global funding and the additional
funds are allocated from other school programs.
School priority 1
Outcome for 2012–2014
To improve the literacy standards of all students
at Black Hill Public.
2013 Targets to achieve this outcome include:
Key areas for professional development in 2012
were related to educational targets set in
Numeracy and Literacy, as indicated in other
sections of this report as well as Best Start
training and up skilling in technology.

Structured activities such as staff meeting and
development days to encourage collaborative
planning of programs within the school and
between schools occurred. In 2012 a joint
development activities focusing on Restorative
Practice as a behaviour management strategy
was conducted across the whole Learning
Management Group (LMG).
By the end of 2014 90% of students K-6 will
be achieving the relevant year appropriate
cluster in reading on the DEC Literacy
Continuum. Interim targets to achieve this
will be 75% (2012) and 80% (2013).
Strategies to achieve these targets include:

Participation by staff in appropriate
professional learning activities that are
available,
in
particular
targeting
Reading/Comprehension.

Structure activities such as staff meetings and
development days to encourage collaborative
planning of literacy programs within the
school and between schools.

Structure activities such as staff meetings
and development days to encourage
collaborative planning of literacy programs
within the school and between schools.
School planning 2012—2014
The school planning policy provides direction for
the preparation and implementation of school
plans including the identification of priority areas,
intended outcomes and targets that are
consistent with the NSW State Plan and the
Department’s planning documents.
Progress
The target for 2012 has generally been achieved
but some component parts need review and
further attention as the 3 year plan progresses.
Professional learning continues to be a key in this
area but the school does not have access to all
training activities.
12
School priority 2
Strategies to achieve these targets include:
Outcome for 2012–2014
•
Revise the school Civics Program to
incorporate more theme work related to
individual differences.
•
Revise the school Peer Support program
to focus more on the value of individual
characteristics.
•
The school annual theme 2012 will be
“Celebrate the Difference”.
•
Discuss in community forums the
importance and strength of a diverse
community.
•
Establish opportunities for events to
“Celebrate the difference”
To improve the numeracy standards of all
students at Black Hill Public School.
2013 Targets to achieve this outcome include:

By the end of 2014 85% of students K-6 will
be achieving the relevant grade appropriate
key ideas in number on the DEC Numeracy
Continuum. Interim targets to achieve this
will be 70% (2012) and 75% (2013). [Enter
text here.]
Strategies to achieve these targets include:



Participation by staff in appropriate
professional learning activities (with a priority
given to number).
Progress in 2012
The target for 2012 has been fully achieved and
maintenance of this is necessary to continue this
culture as the 3 year plan progresses.
Structure activities such as staff meetings and
development days to encourage collaborative
planning of numeracy programs based on the
mathematics continuum, within the school
and between schools.
The inclusive nature of the school has been
enhanced and the theme for 2013 continues this
theme, Education – a bridge to a better future.
Continue the development of staff skills and
techniques in Quality Teaching practice.
Progress in 2012
The target for 2012 of 70% has been achieved,
however Number is a continued focus as the 3
year plan progresses.
New maths resources and technology programs
were introduced in 2012 that will be fully
established in 2013.
School priority 3
A good year for eggs for cooking.
Outcome for 2012–2014
Students understand and accept individual
difference.
School priority 4
2013 Targets to achieve this outcome include:
•
Outcome for 2012–2014
Students understand, accept and
celebrate the differences of individual
students at Black Hill Public School and
will recognise the value of individuals and
that differences make us all unique and
special.
Improve management practices and processes.
2013 Targets to achieve this outcome include:
•
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Develop initiatives to improve school
operation in the areas of Governance,
Finance
and
Infrastructure,
and
Workforce Management.
Strategies to achieve these targets include:
•
Participation by staff and community in
appropriate
professional
learning
activities.
•
Establish collaborative networks with
local schools (particularly small schools)
to develop effective management
practices.
Progress in 2012
The target for 2012 has been achieved but is
under constant review in terms of DEC changes
as the 3 year plan progresses.
Competition time.
Our evaluation of the role change of the principal,
as noted in another part of this report, has been
well received.
School contact information
Black Hill Public School
408 Blackhill Road
Black Hill 2322
Ph: 49303137
Fax:49303105
Email: blackhill-p.school@det.nsw.edu.au
Web: http://www.blackhill-p.schools.nsw.edu.au/
School Code:1247
Parents can find out more information about
Annual School Reports, how to interpret
information in the reports and have the
opportunity to provide feedback about these
reports at:
Year 6 organised a mini fair day for students at
the end of the year.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Brian Adamthwaite
Principal
Matthew Braye
Teacher
Douglas Leabon
School Council
http://www.schools.nsw.edu.au/asr
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