Broken Hill Public School
Annual School Report 2013
1369
“I am, You are, We are AWESOME.” Our Catch
Cry. We need to remember that being awesome
is not just about success. It’s more than just being
selected in teams or getting top results it is also
about learning new skills, or even just having a
go. It’s about setting personal goals and then
learning how to ‘kick’ those goals, to know how
to loose, how to deal with situations that we may
face in our lives. These are positive life long skills
that develops a positive self image and that our
own awesomness is worthwhile.
With the Broken Hill Public School playgroup,
preschool, infants and primary, we certainly have
a lot to celebrate, being able to provide learning
for ages 0 to 12.
Lastly I thank the whole school community for
your support and dedication to the education of
your children, and wish continued joy and success
in 2014.
School context
Broken Hill Public School is a dynamic school
located in the far west of NSW. We offer a range
of educational opportunities to all students, from
our school based playgroup, DEC preschool and
across K-6.
Our school has high expectations and is an
inclusive community. We strive to create a
thinking culture that empowers our students to
be responsible for their learning and encourage
all to strive towards their full potential.
Principal’s message
We started the year with many changes to staff
and in particular, a whole new executive. A little
daunting to start, however it was very apparent
from the outset that the welcoming nature,
generosity, and spirit of the students, staff and
parents would help make the transition very
smooth.
It was extremely pleasing to see the school spirt
in action at the many special occasions with in
the school, such as the Mother’s Day and Father’s
Day Breakfasts, Grandparents Afternoon Tea,
Easter Hat Parade, ANZAC Day ceremonies,
NAIDOC Week celebrations,just to name a few.
These all highlight the school spirit and pride that
helps make Broken Hill Public School an enviable
place to be.
The choirs continue to impress as does the band,
creating great opportunities for singers and
musicians.
Academically, students continue to improve and
excel. Programs such as L3, Bridging the Gap,
Multilit, Maths Matters, University Competitions
and iXtend all contributing to ongoing success.
I would like to make particular mention of the
school’s involvement in Public Speaking, Verse
Speaking, Debating and Premier’s Spelling Bee
this year. Once again Broken Hill Public had the
highest number of competitors in the Eisteddfod
this year taking out 1st and/or 2nd in many events.
A tradition that we aim to continue. We had
success with public speaking competing in the
schools competition. Vince Thompson and Harry
Sherrard winning the Broken Hill NAIDOC
Competition and then going to Dubbo for the
Regional final and placing 3rd, Lewis Jones making
the State Final of the Spelling bee in Sydney. Also,
recently our debating team were runners-up in
the regional debating competition.
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.
Michael Fisher
P & C and/or School Council message
Hello everyone it’s a pleasure to be here although
it is also a little sad as this will be the last time I
get to be up on stage for the Broken Hill Public
School Presentation Day.
The P&C have had a great year with activities
being undertaken from Term 1 to Term 4.
We started the year with a BBQ at the school for
a meet and greet with parents and teachers new
and old. It was great to be a part of building the
community spirit of the school again and I thank
Michael and his staff for endeavoring to do this!
Very quickly our fundraising started and we had
the BBQ going again at the Barrier Swimming
Carnival and quickly after the Easter Hat Parade –
yes we did see a lot of sausages Term One!!
Much thanks to Rob and Joel for their BBQing
skills.
Over the next three terms we ran the canteen at
the Athletics Carnival, had a winter Slice Drive,
and BBQ/canteen at the cricket gala. We once
again had our big fundraiser for the year with our
fun Trivia Night which was a great night for all
who attended, and we also had extra special
auction items with artworks from each of the
classes. We also have the Tea Towels which are
also special as they are designed by our very own
1
buddying artists.
We have also had the usual business of the
uniform shed and the canteen. The uniform shed
has had a bit of an overhaul thanks to Heidi and
Kylie.
The canteen has also had some changes with
Leanne going off to have her beautiful boy and
we welcomed Janine. Janine has done a fantastic
job in picking up the routine of the canteen with
a small handover and limited support. I should
thank Libby here for all her extra work above her
treasurer role.
Our fundraising this year has helped with the
memorial garden, helped purchase year 6 t-shirts
and will go towards the primary school
playground.
In starting the thank yous for the year I thank the
Exec team of the P&C Jodie, Libby and Rob, the
volunteers who have helped out at our BBQs and
events especially Tanya who came to a meeting
or two and ended up with the job of organising
this year’s tea-towels. Without your support
things wouldn’t get done.
I thank the businesses and individuals who
donated fantastic goods for prizes and auction
items to our Trivia night and thank you to Joel
and his crutches who did the hard yards in getting
donations. And lastly thank you to all mums and
dads, grannies, aunties, pops, uncles and
everyone who support our fundraising efforts.
As I said at the start this is my last official duty as
the President as my baby is off to high school and
I must say even though it’s been hard work at
times I have had some great fun, met some really
fantastic people and generally loved every
moment of being part of the Broken Hill Public
School community.
I wish the incoming executive a great year next
year and the school, teachers and students
continuing successes under Michael’s leadership.
Student representative’s message
2013 was one of the best years that Central
school has had. With over $2500 raised by the
SRC, various improvements projects were
planned for our school including making the
infant’s playground better. Seymon Eckert (Girls
School Captain) persuaded our Principal, to let
everyone wear mufti to the annual Easter Hat
Parade, with a letter she wrote. The SRC hosted
raffles and guessing competitions associated with
numerous community events such as Mother’s
Day and Father’s Day breakfasts. The SRC helped
with setting up and organising ANZAC Day and
Remembrance Day events, while the school
captains led these and other assemblies and
special gatherings throughout the year. Preschool
to Year 2 put on a Christmas Concert for the
whole school called Toyland, which everyone
loved. The year ended with a great PreschoolYear 6 Presentation Day at the Broken Hill High
School Hall. This year at Central was a very busy
year, the first for our new Principal Mr Fisher and
a very successful and ‘awesome’ year.
Angus Walker – School Captain
Student information
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
Student enrolment profile
Enrolments
Students
300
200
100
Ms Donna K Cruickshank, President P&C
0
2007 2008 2009 2010 2011 2012 2013
Year
Male
Female
Gender
Male
Female
2
2007
126
96
2008
133
101
2009
129
116
2010
129
103
2011
131
115
2012
122
115
2013
126
108
State DEC
Region
School
Student attendance profile
Year
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
2008
91.7
92.2
94.1
2009
91.0
90.1
93.2
91.2
93.5
94.0
90.1
91.8
92.6
92.1
92.3
92.2
92.4
92.3
92.2
89.9
94.3
93.7
94.0
94.1
94.0
94.0
93.6
92.1
2010
94.8
93.3
90.1
93.9
91.7
90.1
90.3
92.3
92.6
92.3
92.3
92.4
92.4
92.4
92.2
92.4
94.7
94.2
94.4
94.5
94.5
94.4
94.0
94.4
Workforce information
2011
90.4
91.5
92.4
89.7
91.6
91.6
89.1
90.9
92.5
91.9
92.5
92.3
92.3
92.2
92.0
92.2
94.7
94.2
94.2
94.4
94.3
94.2
93.8
94.3
2012
93.8
94.2
92.3
94.5
91.7
93.4
92.7
93.3
92.8
92.2
92.9
93.1
92.8
92.6
92.3
92.7
94.3
93.9
94.2
94.4
94.3
94.2
93.8
94.2
2013
92.0
94.4
92.3
93.1
94.8
88.6
92.1
92.6
93.7
93.2
93.3
93.6
93.5
93.1
93.1
93.4
95.0
94.5
94.7
94.8
94.7
94.5
94.1
94.7
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
Workforce composition
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teacher(s)
Teacher of Reading Recovery
Learning and Support Teacher(s)
Teacher Librarian
Teacher of ESL
School Counsellor
School Administrative & Support Staff
Total
Number
1
0
4
0
8.904
0.5
0.8
0.6
0
0.2
3.622
19.626
The Australian Education Regulation, 2013
requires schools to report on Aboriginal
composition of their workforce.
Our school supports an indigenous composition
of staff and has staff members that identify as
Aboriginal or Torres Strait Islander. We had an
Aboriginal Education Officer who supported
students within classrooms to improve student
learning outcomes, funded by National
Partnerships Low SES funding in 2013.
Management of non-attendance
Attendance is managed through our attendance
policy/action plan. It is monitored daily and
recorded by the class teachers. Teachers regularly
check and ask students for notes when returning
from a period of absence. Class teachers will
always remind students that school is
compulsory. Teachers will notify an executive
member of staff when a pattern of concern
emerges or two consecutive days appear without
an explanation for the absence. Office staff will
phone parents/carers to achieve early and direct
contact. Notes will be sent home if the
parent/carer cannot be contacted. If there is no
acknowledgement of the first letter within 7 days
of the unexplained absence, a second letter will
be posted. After another 7 days of unexplained
absence, a letter will be posted inviting
parents/carers to attend a meeting with the
principal to discuss attendance. If there is no
response, a formal letter will be sent home
advising the parent/carer of their responsibilities
and that the student will be referred to the Home
School Liaison Officer (HSLO).
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
NSW Institute of Teachers Accreditation
% of staff
100%
20%
60%
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
3
30/11/2013
$
226658.85
187065.21
306769.83
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
Click on the link http://www.myschool.edu.au
and enter the school name in the Find a school
and select GO to access the school data.
36029.74
10034.65
51423.60
0.00
817981.88
NAPLAN Year 3 - Literacy (including Reading,
Writing, Spelling and Grammar and
Punctuation)
13046.28
20457.13
13405.50
3680.30
606.07
206038.88
37338.12
38207.29
0.00
59902.15
15732.06
17312.63
0.00
425726.41
392255.47
Percentage in bands:
Year 3 Reading
35
Percentage of students
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
A full copy of the school’s 2013 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.
30
25
20
15
10
5
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
School performance 2013
Academic achievements
Percentage in bands:
Year 3 Writing
NAPLAN
40
Percentage of students
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.
Year 3: from Band 1 (lowest) to Band 6 (highest
for Year 3)
30
20
10
0
1
Year 5: from Band 3 (lowest) to Band 8 (highest
for Year 5)
2
3
Bands
4
5
Percentage in Bands
School Average 2011-2013
SSG % in Bands 2013
State DEC % in Bands 2013
Year 7: from Band 4 (lowest) to Band 9 (highest
for Year 7)
Year 9: from Band 5 (lowest) to Band 10 (highest
for Year 9)
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
4
6
NAPLAN Year 3 - Numeracy
Percentage in bands:
Year 3 Spelling
Percentage in bands:
Year 3 Numeracy
40
25
20
Percentage of students
Percentage of students
30
15
10
5
0
1
2
3
Bands
4
5
30
20
10
6
0
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
1
3
Bands
4
5
6
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
Percentage in bands:
Year 3 Grammar & Punctuation
NAPLAN Year 5 - Literacy (including Reading,
Writing, Spelling and Grammar and
Punctuation)
40
Percentage in bands:
Year 5 Reading
30
40
20
Percentage of students
Percentage of students
2
10
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
30
20
10
0
3
4
5
Bands
6
7
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
5
8
Percentage in bands:
Year 5 Writing
Percentage in bands:
Year 5 Grammar & Punctuation
40
40
Percentage of students
Percentage of students
50
30
20
10
0
3
4
5
6
Bands
7
30
20
10
0
8
3
Percentage in Bands
School Average 2011-2013
SSG % in Bands 2013
State DEC % in Bands 2013
4
5
Bands
6
7
8
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
NAPLAN Year 5 - Numeracy
Percentage in bands:
Year 5 Numeracy
Percentage of students
40
Percentage in bands:
Year 5 Spelling
Percentage of students
40
30
20
10
0
3
30
4
5
6
Bands
7
8
Percentage in Bands
School Average 20092013
20
Other achievements
10
Academic
Children competed in the University of New
South Wales Competitions with many
outstanding results. Students received a total
of 1 High Distinction, 8 Distinctions and 27
Credits.
0
3
4
5
Bands
6
7
8
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
Lewis Jones competed in the 2013 Premiers
Spelling Bee reaching the State Final in
Sydney.
6
participated in Non-PSSA gala days in Rugby
League and Golf.
Arts
Public Speaking, Verse Speaking and debating
continue to be a successful focus for Broken Hill
Public School.
Swimming
Broken Hill Public School 2013 champions were:
The School Debating Team was runner-up in the
Western Debating Challenge. Vince Thompson
and Harrison Sherrard won the Broken Hill
NAIDOC Public Speaking Challenge then
progressing to place third in the Regional Final.
Lydia Hinton-Neal – junior girl;
Logan Haylett – junior boy;
Jaidelyn Ortega-Minear – 11 year girl;
Harrison Sherrard – 11 year boy;
Broken Hill Public School continues to have the
largest number of participants in the Verse
Speaking sections of the Broken Hill Eisteddfod,
with many placing first and second. Class 1/2H
being named 1st Place – Broken Hill Verse
Speaking Choirs K-2.
France Dutton – senior girl; and
Josh Plimer – senior boy champion.
Athletics
Broken Hill Public School 2013 champions were:
Students participated in the Choral Festival and
performed at the Broken Hill Eisteddfod. The
primary choir won the primary choir section and
the infant’s choir placed 2nd.
Samantha Finlayson – junior girl;
Luke Collins – junior boy;
Jade Standley – 11 year girl;
Bailey Beattie – 11 year boy;
Laylaa Goss – senior girl; and
Vince Thompson– senior boy champion
Overall Sports Champions 2013
Lydia Hinton-Neal - junior girl;
Luke Collins – junior boy;
Jaidelyn Ortega-Minear – senior girl;
Harrison Sherrard – senior boy;
Harrison Sherrard – sportsperson of the year;
Sydney Carter – sportsmanship award; and
Jonah McCormack – active after school award
Sport
Students were offered a wide variety of sporting
opportunities, programs and competitions.
The K-2 classes continued their very successful
gross motor and fitness program. Primary
students participated in PSSA skill based sport
each Friday in Terms 2 and 3 - football, netball,
soccer, AFL, cricket, basketball, athletics,
swimming and cross country programs and
school sport in Terms 1 and 4. The school was
also involved in coaching clinics in Rugby League,
Basketball, Cricket and Golf. The school also
7
Aboriginal education
Significant programs and initiatives
Our school is committed to Aboriginal education.
Broken Hill Public School
Central Preschool
Overall, our Indigenous students performed well
compared to the state and regional averages.
Our school is a P-6 school. We have a wonderful
asset with a DEC preschool onsite. Attending our
preschool is an exciting opportunity for children
to begin their learning journey. Our programs are
designed to enhance and facilitate each child’s
development and experiences, create enthusiasm
for learning and foster a sense of belonging in an
innovative early childhood play based setting.
Our preschool aims to build success for life by
creating community partnerships that explore
each child’s potential, provide challenging and
quality programs that promote acceptance,
diversity and foster values. Being part of the
Broken Hill School community also provides the
opportunity to foster lifelong learning in a safe
and caring environment that caters for individual
talents and differences. We have embraced the
Early Years Learning Framework (EYLF), the
National Quality Framework and truly appreciate
parent, caregiver and community participation.
We have had continued success with the Bridging
the Gap program, providing ongoing support for
students in reading. This program was funded by
the PSP (Priority Schools Program) and PAS
(Priority Action School). In addition, we employed
a fulltime Aboriginal Education Officer in
semester one and two in 2013 for 4 hours a day
through the National Partnership Low SES
program. This funding helped continue to support
and meet the learning outcomes for all Aboriginal
students.
In 2013, we continued to implement Personalised
Learning Plans (PLPs) for all Aboriginal students,
with a commitment to ensure that all students
had personalised plans by the end of 2013.
We are ensuring all units of work taught have an
Aboriginal perspective and that teaching and
learning programs reflect the diverse needs of
Aboriginal students, developing positive attitudes
and understandings about Aboriginal history. The
students and staff observe annual indigenous
celebrations.
Central Playgroup
Our playgroup is school based and operated,
establishing strong partnerships within our
community. We had increased participation with
an average of 20 to 30 families attending each
week in 2013. Our playgroup operates for 2
hours each week with experienced early
childhood staff establishing links between
educators, families and children to support and
cherish lifelong learning.
8
Multicultural education
As a community of schools, we:
Broken Hill Public School nominated a staff
member to undertake the position of Anti-Racism
Contact Officer (ARCO). A small minority of our
students are from backgrounds other than
English. The school monitors all students closely
through assessment, reporting and evaluation
and caters for the needs of each individual,
working closely with families to form
partnerships.

School planning and evaluation
2012—2014
National partnerships and significant
Commonwealth initiatives (participating
schools only)
School evaluation processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
The school benefited greatly from the programs
and strategies under the Low SES National
Partnership.
The school:






joined with other schools to create a
partnership mentor to support leadership
development programs, provide training in
analysis of data, support induction of early
career teachers and coordinate professional
learning networks.
employed additional School Learning Support
Officers to continue the Central Playgroup,
offering a program for 0-4 year olds.
continued Lexia Learning and Lexia Cross
Trainer across the school to improve student
outcomes in literacy specifically in all aspects
of reading;
employed an additional staff member to
enable team leaders in Early stage 1, Stage 1,
Stage 2 and Stage 3, mentoring/coaching
teachers, focusing on pedagogy, placing
students on the literacy continuum to
develop and teach lessons which address the
identified needs from NAPLAN;
employed an Aboriginal Education Officer for
2012 to work with all Aboriginal students to
enhance student learning outcomes and
create stronger community partnerships.

Staff and Mentoring Meetings are utilized
to conduct group analysis and updates of
progress of the school plan.

School Executive regularly conduct
‘traffic-light’ updates of the progress of
targets within the school plan. This is
displayed for all staff to monitor their
input to the plan.

The school community is informed of
progress
of
programs
through
newsletters and P&C meetings.

Planning for the following year takes
place with an assessment of programs
and initiatives and their impact on the
school plan. The effectiveness of the
strategies
is
assessed
and
targets/priorities are determined.
School planning 2012—2014: progress
in 2013
purchased resources to compliment the R2L
program and resources to support the
teaching of literacy across all KLAs (Key
Learning Areas) for all stages with an
Aboriginal perspective where possible; and
School priority 1
Literacy
Outcomes from 2012–2014
purchased
additional
resources
for
mathematics to enhance and support the
teaching of numeracy across all stages.
Improve student outcomes in reading and
writing with students achieving at or above the
expected growth of the region or state.
The school also committed funds to enhance
teacher quality by:
Evidence of progress towards outcomes in 2013:

 NAPLAN Writing results indicate a growth in
2013 of 25.3 points above the state average.
providing professional learning for all K-2
staff in benchmarking, assessment and
reporting, Best Start and L3.
 NAPLAN results in Spelling indicate positive
growth of 11.7 points above the state average.
9
 NAPLAN results in Grammar and Punctuation
indicate a positive growth of 4.9 points above
state average.
 Implement the K-10 numeracy continuum to
guide teaching and direct student learning
across all stages through stage/team meetings
Strategies to achieve these outcomes in 2014
 Train a staff member as TOWN (Take Off With
Numeracy) facilitator.
 Continue to implement L3 and Best Start across
Early Stage 1 and Stage 1.
 Implement TOWN within the school in Stages 2
and 3.
 Provide professional learning for K-2 staff in L3
and Best Start strategies.
 Implement the development of explicit criteria
for teaching writing by developing rubrics and
matrices for stages.
 Explicitly teach identified areas from the
Numeracy NAPLAN data (2013) across stages1,
2 and 3 (patterns, 3D, subtraction and division,
data, time and multiplication) in 2014.
 Implement journal writing across all stages.
School priority 3
 Implement the K-6 literacy continuum to
guide teaching and direct student learning
across all stages through supervisor meetings.
Aboriginal Education
Outcomes from 2012–2014
Indigenous students have achieved at or above
the national minimum standard using
personalised learning plans (PLP’s) driven by
data on student performance.
 Implement L3 and Best Start strategies across
all K-2 classes.
 Maintain the Bridging the Gap (BTG) reading
program throughout 2013 to support Stage 2
and 3 Aboriginal students and students
performing in the lower bands of NAPLAN and
school based assessment, with the BTG
coordinator, parent and community tutors.
 Implement MultiLit program to compliment
BTG. Train 2 teachers and volunteers in
MultiLit.
Evidence of progress towards outcomes in 2013:
 Extend the implementation of the Lexia
Learning and extend students into the Reading
Plus program.

NAPLAN data indicates that 50% of
Indigenous students in Year 3 are at or
above national minimum standard in
Reading.

NAPLAN data indicates that 100% of
Indigenous students in Year 3 are at or
above national minimum standard in
Writing.

NAPLAN data indicates that 75% of
Indigenous students in Year 3 are at or
above national minimum standard in
Spelling.

NAPLAN data indicates that 75% of
Indigenous students in Year 3 are at or
above national minimum standard in
Grammar and Punctuation.

NAPLAN data indicates that 50% of
Indigenous students in Year 3 are at or
above national minimum standard in
Numeracy.

NAPLAN data indicates that 50% of
Indigenous students in Year 5 are at or
above minimum standard in Literacy and
Numeracy.
School priority 2
Numeracy
Outcomes from 2012–2014
Improved student outcomes in numeracy with
students achieving at or above the expected
growth rate of the region or state
Evidence of progress towards outcomes in 2013:
 NAPLAN data indicates growth in Numeracy
exceeds the state average by 12.7 points.
Strategies to achieve these outcomes in 2014:
 Continue the Mathletics interactive program in
classrooms and at home access for all families
and daily mentals K-6 (oral and written).
10
Strategies to achieve these outcomes in 2014:
 Develop Personalised Learning Plans (PLP’s)
for all Indigenous students.
 Employ an AEO in 2014 for 0.64 to work with
all Aboriginal students to enhance student
learning outcomes across K-6 and create
stronger community partnerships specifically
in the areas of attendance and community
consultation.
Parent/caregiver, student, and
teacher satisfaction
In 2013, the school sought the opinions of
parents, students and teachers about the school.
Their responses are presented below.
The vast majority of parents and caregivers
believe the school communicates effectively.
Parents and Caregivers were given the
opportunity to respond to the ways progress and
achievement is presented. Families were asked to
comment on the provision of Parent/Teachers
Progress Interviews at the beginning of term 2
instead of the end of term 1. Parents felt that
term 2 provided them with a better
understanding of their child’s progress as data
was able to be obtained over a longer period of
time.
Professional learning
Professional learning was provided for one staff
member in Reading Recovery. Opportunities
were provided for learning about the Lexia
learning program and Mathletics throughout the
year. Best Start training and L3 training was
provided for infants staff throughout 2013.
Parents and Caregivers were also surveyed as to
their preference to the time of day for the annual
Presentation of Awards. Families were asked to
choose between the traditional night ceremony
or a day-time ceremony.
All staff participated in collaborative stage based
planning days, focusing on the NSW syllabus for
the Australian Curriculum. Three teaching staff
accessed and completed modules from the online
Classroom Teachers program.
70% of families preferred the day ceremony.
Several comments were put forward to consider
a twilight presentation ceremony.
Training in MultiLit was provided to staff and
volunteers for inclusion in class programs and
with the Bridging the Gap Program.
The choice of Presentation Day ceremony was
well supported with approximately 300 people in
attendance.
One teacher attended multiple training
workshops on the Targeted Early Numeracy
Intervention (TENs) program, with the district
numeracy leader visiting for lesson observation,
mentoring and instruction.
All staff was provided training in the Every
Student, Every School framework. Providing
guidance for teachers targeting the needs of
individual students.
Teachers were provided opportunities for
training and development in sports coaching in a
variety of sports. One teacher participated in the
AustSwim Course.
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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.
Michael Fisher, Principal
Peter Dougherty, Assistant Principal
Jonathon Thomas, Assistant Principal
Leona Slater, Aboriginal Education Officer
Trudy Jessett, School Admin Manager/Parent
Rep.
School contact information
Broken Hill Public School
Mica Street (PO Box 33)
Broken Hill NSW 2880
Ph: 08 8087 3522
Fax: 08 8087 3903
Email: brokenhill-p.school@det.nsw.edu.au
Web: www.brokenhillpublicschool.com.au
School Code: 1369
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
https://detwww.det.nsw.edu.au/highperformance/annual-school-reports
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