BERALA PUBLIC SCHOOL
Annual School Report 2014
[school code]
1199
throughout the year to support nominated charities. The
SRC raised money to support Stewart House, Youth Off
the Streets, The Rotary Club of Ryde, Children’s
Hospital Fundraiser, Jeans for Genes and Children’s
Medical Foundation. The SRC collected boxes of food
and donated them to the Barnado’s Christmas hamper
drive. The school also participated in the annual
Stewart House clothing drive.
School context statement
Berala Public School was established in 1924 and is
today, a large primary school in the South West of
Sydney with an enrolment of 803 students. The school
supports students and families from a wide variety of
cultural backgrounds with Chinese (40%), Arabic (22%),
Turkish (6%), Pacific Island (6%), and Vietnamese (6%)
as the main groups of over 35 cultural backgrounds.
95% of students come from English and Language/
Dialect (EAL/D).
A wide range of student academic ability and social
need exists within the school. There are a significant
number of students who perform at the top end of
academic achievement. There is a diminishing number
of students who do not achieve the minimum standard
in literacy and numeracy. Every year a large number of
students are successful in gaining entry into
academically selective schools and classes. The school
effectively supports students with special needs with a
variety of Learning Support programs provided for
EAL/D and ‘at risk’ students.
The school is staffed with a fulltime entitlement of
53.543 teaching staff and 4.872 SAS staff. This
entitlement is comprised of 71 teachers (full and parttime) and 6 SASs (full and part-time) staff. Targeted
Teacher Professional Learning (School-based and
external) ensures quality teaching and learning
programs are delivered to meet the needs of all
students.
The teaching staff is an effective mix of experienced
and early career teachers. They are a dedicated and
talented team who not only provide high quality
classroom teaching, but also support a wide range of
extracurricular activities which enrich the students’
learning experiences. The school community has high
expectations for the school which focus upon quality
teaching and learning and care for students. Parent
participation is strong with a variety of programs and
activities which support parent involvement.
Student information
Our “one school, many cultures” theme is
reflected and celebrated within the current
student profile of:
 95% of students come from Language Backgrounds
Other Than English;
 Chinese (40%), Arabic (22%), Turkish (7%), Tongan
(6%), Vietnamese (5%) and Afghani (4%) cultures are
predominant amongst 35 other cultural groupings in
the school community.
Staff
Within our staffing schedules we have 67 full and part
time teaching staff members and 12 clerical and
support staff. There was little staff mobility during 2014
creating a stable learning environment.
 12% of temporary teaching staff in their first 5 years of
service;
 14% of staff on Maternity/LWOP.
 All teaching staff meet the professional requirements
for teaching in NSW public schools.
Significant programs and initiatives
The school has a number of significant programs and
initiatives that address the needs of students and the
community. Key initiatives included:

Multicultural Days (Colours of Berala and Harmony
Day) – celebrating our diverse community;

Transition to School Program – developing positive
relationships with local Pre-schools and a highly
successful orientation program for new Kinder
students;

Transition to High School – continuing to build
relationships with local feeder high schools to
ensure successful transition;

English Classes – for our NESB parents;

A part-time Speech Therapist working with
students K-6;

10 week Speech Therapy program with trainee
therapist from Sydney University; and

Playgroup – run in conjunction with Auburn
Diversity Centre on Wednesday and Friday
mornings and particularly targeting Refugee and
NESB families.
P & C and/or School Council message
The compostition of the P&C was as follows:
President: Ms L. Terasenko Munro
Vice-Presidents: Mrs C. Miller
Secretary: Mrs M. Zullo
Treasurer: Mrs F. Tate
The P&C conducted many fundraising activities during
the year and these included: Mothers’ Day and Fathers’
Day Stalls, Colours of Berala and a highly successful
‘Carnivale’ in August. ‘Carnivale’ was the major
fundraiser for the year and included rides for the
students, food stalls and an auction. Sponsorship for
the event was secured from local businesses. The P&C
meetings were used to consult parents about school
organisation and initiatives.
Student enrolment profile
Student representative’s message
The Students Representative Council (SRC) is an
active student leadership body within the school. Class
Captains from Y2-Y6 and the school captains and
prefects make up the SRC. The SRC meets weekly and
are coached in meeting procedures, by the coordinating teacher and discuss relevant school issues.
Fundraising activities, such as mufti days, are held
1
2010
2011
2012
2013
2014
Male
531
507
457
414
410
Female
493
457
425
428
393
Teacher qualifications
Student attendance
Year
K
1
2
3
4
5
6
Total
All teaching staff meet the professional requirements for
teaching in NSW public schools.
2011 2012 2013 2014
92.0 93.3 95.5 97.1
94.7 93.4 96.5 96.9
94.2 94.2 95.8 97.3
94.7 94.7 97.0 96.7
95.4 94.8 96.2 96.7
95.7 95.2 96.1 97.1
94.4 93.9 96.4 96.0
94.5 94.3 96.2 96.8
Qualifications
Degree or Diploma
Postgraduate
Professional
accreditation
The school had 53.543 teaching positions allocated in
2014. This included 7 executive staff, 26 classroom
teachers, 6.4 Community Language teachers, 8.015
specialist support staff (ESL, Reading Recovery, STLA)
and 1 School Counsellor.
The teaching staff is supported by a School
Administration Manager, 4 School Administrative
Officers, one full-time General Assistant and 8 School
Learning Support Officers.
All staff contribute positively to the overall operation of
the school, accepting a range of responsibilities across
the school.
teacher
At present we have 15 permanent and long term
temporary teachers who are maintaining accreditation.
Three of those teachers are in their second 5years of
maintaining accreditiation.
Beginning Teachers
The school does not have any permanent beginning
teachers.
Workforce composition
Counsellor
Non-Teaching Staff
and
The school receives around $38 000.00 each year for
Professional Learning. Extra TPL funds are retained
each
year
to
supplement
teacher
training.
Approximately $750.00 was spent per teacher on
Professional Learning.
Workforce information
Teacher of Reading Recovery
Support Teacher Learning
Assistance/
Teacher of ESL
Teacher
Librarian
learning
Professional Learning activities for staff related to the
priorities in the school management plan. Professional
Learning activities were conducted as part of whole
school staff meetings, staff development days, as well
as individuals and groups of teachers attending
activities external to the school setting. These activities
related to Literacy, Numeracy, Science, Technology,
Classroom Management, Student Welfare issues (ie
Autism).
Student attendance is monitored by the senior
executive of the school. Clear and concise records are
maintained and referrals are made to the Home School
Liaison Officer where attendance is of concern.
Absences due to overseas travel require parents to
complete details of reason and length of absence.
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Classroom Teachers
Community Language/Relief from
Face-to-Face
Teachers
Teacher
Part Time
% of staff
Number
1
2
4
26
6.2
1.3
0.815
8.6
1.4
1.0
4.872
No staff have identified as being of Aboriginal
background.
The staffing at Berala PS was stable during 2014. A
number of staff members were either on maternity leave
from the beginning of the year or took maternity leave
during the year.
2
 60 students (Y5 & Y6) participated in the 2014
Australasian Mathematical Olympiad. Students were
asked a series of complex mathematical problems. 10
students were placed in the top 10% of the Olympiad
and a further 19 students were placed in the top 25%
of the Olympiad;
 A Breakfast Club continued in 2014. It operated 2
days a week and served toast and juice for 50c;
 All students have again supported the Premier’s
Reading Challenge. Students have been supported
by Library staff and classroom teachers. A number of
students received their gold certificate for participating
in the program for 8 years;
 Social Skills programs were conducted during
lunchtimes for K-2 and 3-6 students. The programs
focused on how to play with others, types of games to
play, building confidence and making the right choices
in the playground. Year 5 & 6 students initiated and
led games with K-2 students in the playground;
 The school conducted a highly successful transition to
High School program. The program included a mock
High School day for Y6. Teachers from Birrong Boys
and Birrong Girls High Schools and Berala PS worked
together and taught lessons during the day; and
 A playgroup continued in 2014. The group met twice a
week to network and support the transition to school
for students, parents and grandparents.
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
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
30/11/2014
$
369,158.40
449,217.27
489,899.56
144,837.56
9,061.45
23,703.75
0.00
1485877.99
43,076.06
57,141.05
44,025.32
6,731.47
3,552.31
351,158.23
148,278.59
76,928.76
0.00
75,829.59
25,601.17
25,448.61
49,050.00
906821.16
579056.83
Arts
The school provides a significant number of
opportunities for students to showcase their creative
talents.
 25 students participated in the Senior Choir. They
performed at special events and, in 2014, Choir
members were involved in the Spectacular at the
Sydney Opera House;
 The school Band continued with students playing
keyboards, recorders and percussion;
 A Junior Choir (Y1 and Y2) performed at assemblies,
end-of-year ceremonies and the local nursing home;
 An advanced recorder group performed at the
Department of Education Festival of Music at the
Opera House;
 A School team was entered into the local schools
debating competition and won their division. The
team were runners-up in the Granville/Strathfield
Regional Competition;
 Students competed in the Zone Multicultural Speaking
Competition;
 A Chinese Waist Drum group performed at various
school functions throughout the year; and
 A Chinese Lion Dance Troupe performed at school
functions.
A full copy of the school’s 2014 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 2014
School initiatives, led by school staff, have provided
extra-curricular activities for students. These initiatives
are highly valued by the students and the school
community and help promote leadership, student
empowerment, higher order thinking, inclusivity, equity
and the enrichment of students’ school lives.
 The Chess Club of Y1-Y6 students met each week for
tutoring and advanced coaching. They participated in
both school and district competitions. The teams were
very successful in various 1 day competitions;
 60 students received speech therapy support in
Semesters 1 & 2 which was provided by student
therapists from Sydney University. This partnership
program
involves
therapists
designing
and
implementing expressive and receptive language
programs, specific to the needs of students, as well as
providing teachers with classroom strategies and
support. A Speech Pathologist was employed by the
school, 3 days a week, through National Partnership
funding;
Sport
Sporting programs are highly valued by the school
community at Berala Public School.
 During Term 4, 200 students (Y2-Y6) were involved in
the ten-day intensive swimming program at Granville
Pool;
 250 students (Y3-Y6) participated in weekly
interschool sport within the Bankstown Zone. The
competition allows students to participate in a wide
variety of sports and compete against other schools.
Students competed in Softball, T-ball, Basketball and
Cricket (Terms 1 and 4) and Soccer, Rugby League,
Netball and Newcombe Ball (Terms 2 and 3). The Jnr
Boys Cricket, Newcombe Ball, Basketball and T-Ball
teams, the Jnr Girls Newcombe Ball,and Basketball
3
 92.7% of Y3 students achieved Skill Band 3,4,5 or 6
in Reading;
 89.4% of Y3 students achieved Skill Band 3,4,5 or 6
in Writing; and
 89.4% of Y3 students achieved Skill Band 3,4,5,or 6
in Spelling.
teams and Snr Girls Netball and Basketball teams
won their finals of the Bankstown District competition;
 Berala entered teams in the Terry Lamb Rugby
League 7’s Shield (the Girls team won their
competition and the Jnr and Snr Boys were runnersup) and the Canterbury All Schools Rugby League
Knockout (the Girls and the 11yrs Boys teams won
their competitions). The State tournament for the Girls
was cancelled due to bad weather. The Boys went on
to represent the zone at the NSW All Schools Rugby
League Knockout and reached the quarter finals;
 School teams competed at the Bankstown PSSA
Swimming, Athletics and Cross Country Carnivals.
The school was very competitive at all these events.
A number of students competed in Bankstown District
and Sydney South West Area Teams at the above
PSSA carnivals.
 97.2% of Y3 students achieved at or above
minimum standard in Literacy.
Percentage in bands:
Year 3 Reading
Percentage of students
30
National Competitions
The University of NSW Educational Testing Centre is
an Australasian School Assessment program that
provides valuable external cognitive data for schools
with students in Y3-Y6 from Australia, South East
Asia and Pacific Regions. The competitions are very
popular and our students performed very well.
20
10
0
1
National Competition Results 2013
Writing
Spelling
Maths
Science
HD
--
2
3
1
2
--
D
7
13
15
28
10
9
CR
29
25
31
40
20
15
M
12
7
6
9
6
10
P
58
49
50
38
38
39
106
96
105
116
76
73
3
Bands
4
5
6
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Comp.
Percentage in bands:
Year 3 Spelling
50
Percentage of students
English
2
Note: HD-High Distinction; D–Distinction; C–Credit; M-Merit
P – Participation
40
30
20
10
0
Academic achievements
1
NAPLAN
2
3
Bands
4
5
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
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)
Year 5: from Band 3 (lowest) to Band 8 (highest for
Year 5)
The My School website provides detailed information
and data for national literacy and numeracy testing
(NAPLAN).
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.
NAPLAN Year 3 - Literacy
The 2014 results reveal:
4
6
Percentage in bands:
Year 3 Writing
40
Percentage of students
Percentage of students
50
Percentage in bands:
Year 5 Reading
40
30
20
10
30
20
10
0
3
0
1
2
3
Bands
4
5
6
NAPLAN Year 3 - Numeracy
6
7
8
Percentage in bands:
Year 5 Spelling
Percentage of students
40
The 2014 results reveal:
 80.4% of Y3 students were in the top four skill bands
for Numeracy.
 96.8% of Y3 students achieved at or above minimum
standard in Numeracy.
Percentage in bands:
Year 3 Numeracy
30
20
10
0
3
4
5
Bands
6
7
8
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
20
10
Percentage in bands:
Year 5 Writing
50
Percentage of students
Percentage of students
5
Bands
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
State DEC % in Bands 2014
30
4
0
1
2
3
Bands
4
5
6
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
NAPLAN Year 5 - Literacy
40
30
20
10
0
 83.7% of Y5 students achieved Skill Band 5,6,7 or 8
in Reading;
 88.9% of Y5 students achieved Skill Band 5,6,7 or 8
in Writing; and
 87.7% of Y5 students achieved Skill Band 5,6,7 or 8
in Spelling.
 96.2% of Y5 students achieved at or above minimum
standard in Literacy.
 57.9% of Y5 students had greater than or equal to
expected growth in Literacy between 2012 & 2014.
3
4
5
Bands
6
7
8
Percentage in Bands
School Average 2011-2014
SSG % in Bands 2014
Furture Directions:
All grades have analysed the 2014 NAPLAN results.
Teams identified the following areas as requiring
attention in 2015:
 Making inferences after reading a text;
 Locating information from a poster;
 Inferring reasons to interpret events in a text in a
certain way;
 Interpreting word meanings from cues; and
5
 Interpreting words to identify how mood in a poem
changes.
 Implementation of the Maths Syllabus to ensure staff
had a thorough understanding of the syllabus;
 Significant funding from the school supported our
refugee students; and
 Community initiatives (Parent English classes–
employment of a teacher to conduct the lessons and
Bilingual SLSO’s to support the teacher, employment
of ethnic SLSO’s to support the playgroup initiative)
NAPLAN Year 5 - Numeracy
 86.7% of Y5 students were in the top four skill bands
in Numeracy.
 95.9% of Y5 students achieved at or above minimum
standard in Numeracy.
 66.7% of Y5 students had greater than or equal to
expected growth in Numeracy between 2012 & 2014.
Aboriginal Education perspectives are embedded into
class programs through the COGS units and the careful
selection
of
resources
to
promote
student
understanding about Aboriginal culture and history.
A range of books with an Aboriginal focus were
purchased for classroom use and to support class units
of work.
An Aboriginal Artist visited the school and work with
students to create a large canvas artwork. This visit tied
with units of work being studied in the classroom.
Percentage in bands:
Year 5 Numeracy
40
Percentage of students
Aboriginal education
30
20
Multicultural education and anti-racism
10
Quality English as Additional Language or Dialect
(EAL/D) instruction has contributed to student growth in
all Literacy areas in 2014.
ESL and class teachers have worked collaboratively to
address the English Language needs of students from
Non-English Speaking Backgrounds, monitoring student
progress
and
designing
appropriate
learning
experiences.
The school’s Learning Assistance Program has had a
significant effect on Y5 matched students’ ability to
access and manage literacy demands across
curriculum areas, resulting in overall improvement in
student skills and confidence.
 A multicultural education focus is embedded into
grade units of work;
 The ‘Colours of Berala’ cultural day was again very
successful and is a feature of our yearly calendar.
This event highlights the diverse nature of our
community with the inclusion of cultural performances
that reinforce our ‘School of Harmony’ status and a
variety of foods prepared by our parents;
 The school’s new arrival students were supported by
specialist ESL teachers and through the employment
of bilingual SLSO’s;
 English language classes for Non English Speaking
Background parents were conducted weekly by a
retired TAFE teacher who donated his time and
expertise. The school also employed a teacher to
teach English to parents on Wednesday and Friday
mornings with the support of bilingual SLSO’s;
 A multicultural playgroup operated two mornings per
week. In Term 4 refugee families with pre-schoolers
were invited to join the Friday playgroup as part of the
Beginning School Well Initiative;
 The school Waist Drum and Lion Dance ensembles
have continued to perform at various school and
interschool functions;
 The school participated in the National Day Against
Bullying and Violence and lessons were conducted in
classes focusing on bullying; and
 For the second year, our Y4 students have
participated in a cultural exchange program with
students from Harbord PS in Sydney’s northern
beaches. This program provided opportunities for
students to improve their English skills and to share
the many cultures which make up Australian society.
Significant programs and initiatives –
Policy and equity funding
School planning and evaluation
2012—2014
0
3
4
5
Bands
6
7
8
Percentage in Bands
School Average 2010-2014
SSG % in Bands 2014
State DEC % in Bands 2014
Furture Directions:
All grades have analysed the 2014 NAPLAN results.
Teams identified the following areas as requiring
attention in 2015:
 Visualising 3D objects;
 Counting back the days in a calendar;
 Interpreting information in a graph;
 Matching information in a table to a line graph; and
 Following directions on a simple road map.
Under the Resource Allocation Model (RAM) funding
programs were funded to support the teaching and
learning of students, teachers and community
members. Funding supported:
 Learning in Literacy (eg training teachers and SLSO’s
and resourcing in Multi-Lit, employing a Speech
Pathologist, supporting the partnership with Sydney
University Speech Therapy Unit initiating a Boys
Literacy strategy in for Y4 boys);
School evaluation processes
From 2009 to 2012, the school participated in the
National Partnership for Low Socio Economic
Communities receiving significant extra funding which
was used to address the learning needs of the students
informed by a thorough Situational Analysis. This
included consultation with the students, parents/carers
6
and staff. The priority areas that were identified and
implemented were significant Teacher Professional
Learning in Literacy and Numeracy, increased specialist
staff to support student learning and the acquisition and
integration of resources to support student learning,
particularly with the expanding use of technology.
The introduction of the Resource Allocation Model
(RAM) has enabled the school to maintain the
outstanding stimulation provided by the National
Partnership with the continued funding of successful
programs and the introduction of new programs to
support literacy learning. The priorities for programs
funded by RAM and other school initiatives were
developed following major consultation with the school
community.
For students, this consultation included a survey to
ascertain what they liked about the school, their
favourite topics, other topics students would like to
study, what skills they feel are necessary to get a good
job and how students feel they learn best. Students
generally enjoy the topics presented at school, but
would like to see the introduction of more practical
topics.
For parents, a series of cultural/language specific
forums (English, Chinese, Vietnamese, Arabic, Pacific
Island, Turkish and Afghani) were held to discuss
parents’ views about their expectations for their children
at school and how the school can support parents to
help their children.
For staff, a series of workshops were held to discuss
the improvements made as a result of the National
Partnership, the main priorities for the school and the
resources and organisation to achieve these priorities
and to support continued improvement.
The responses from each group were collated to inform
the strategic direction of the school for the next three
years.
1.7. Decrease the number of Year 6 students scoring
below grade level on SAT Reading Comprehension
from 16% in 2013 to 15% or less in 2014; and
1.8. Increase the number of students regularly
borrowing from the library to 55% with an emphasis on
Stage 1 and 2.
Evidence of achievement of outcomes in
2014:
 57.9% of Y5 students achieved or exceeded minimum
growth in NAPLAN Reading;
 7.3% of Y3 students were in the lowest 2 skill bands
in Reading;
 16.3% of Y5 students were in the lowest 2 skill bands
in Reading;
 86% of Kindergarten students were at or above the
Best Start benchmark for Reading Comprehension at
the end of Semester 1;
 18% of Y1 students were below the expected Reading
level (L11) at the end of Semester 1;
 25% of Y2 students were below the expected Reading
level (L20) at the end of Semester 1;
 The Y6 students did not perform as well as expected
on the SAT Reading Comprehension; and
 There has been a steady increase in the number of
students in Stage 1 & 2 regularly borrowing for the
Library.
Strategies to achieve these outcomes in
2014:
 Use of NAPLAN (SMART) data to assess the needs
of students in aspects of Literacy and incorporate
appropriate teaching strategies from the SMART
database into class programs to remediate specific
areas of concern;
 Consolidation of PLAN (Best Start)–ES1 and Stage 1
and Introduction of PLAN (Best Start) for Years 3–6;
 Implementation of MultiLit in Years 2, 3 & 5
classrooms using trained school facilitators;
 Implement Effective School Wide Reading in Kinder –
Year 2;
 Maintenance of electronic archive (video & photo) of
successful Literacy strategies;
 Equip classrooms and the Library with relevant and
quality literacy resources;
 Employ a Speech Therapist (0.6 – Semester 1 & 0.4 –
Semester 2) to strategically address early learning
language development needs of targeted students;
 Build on case studies for identified Year 2 & Year 5
students to monitor impact of ‘Focus on Reading’
training and improved teacher pedagogy on student
performance in Reading;
 Build authenticity in assessment and reporting of
students K-6 and consistency of teacher judgement
through regular across stage sharing and discussion;
 Continue to maintain and improve data tracking
systems to monitor student achievement and inform
program directions;
 Develop and implement a framework for the
assessment of Talking & Listening Outcomes K-6;
 Build authenticity in assessment of students K-6 and
consistency of teacher judgement through regular
across stage sharing and discussion;
 Develop and implement rubrics based on text type for
writing; and
School planning 2012-2014:
School priority 1
Improved student outcomes in Literacy with an
emphasis on development of quality pedagogy to
improve students’ functional comprehension and
language use.
Outcomes from 2012–2014
1.1 54% or more in 2014 of Year 5 students achieving
or exceeding minimum growth in NAPLAN Reading;
1.2. Decrease in the number of Year 3 students in the
lowest 2 skill bands in Reading from 14% in 2013 to
13% or less in 2014;
1.3. Decrease in the number of Year 5 students in the
lowest 2 skill bands in Reading from 21% in 2012 to
20% or less in 2014;
1.4. Increase the number of Kindergarten students at or
above the Best Start benchmark for Reading
Comprehension at the end of Semester 1 to 85% or
more (80% in 2013);
1.5. Decrease the number of Year 1 students below
expected Reading level (L11) at the end of Semester 1
from 21% in 2013 to 20% or less in 2014;
1.6. The number of Year 2 students below expected
Reading level (L 20) at the end of Semester 1 to 23% or
less in 2013;
7
 Develop and implement Boys Literacy strategy in
Year 4.
 Build authenticity in assessment and reporting of
students K-6 and consistency of teacher judgement
through regular across stage sharing and discussion.
School priority 2
School priority 3
Improved student outcomes in Mathematics with an
emphasis on development of quality pedagogy to
improve students’ understanding of Mathematical
language.
Development and implementation of proactive
engagement initiatives that support the learning needs
of all students and enhance achievement of outcomes
across the curriculum.
Outcomes from 2012–2014
Outcomes from 2012–2014
2.1. Increase from 70% in 2012 to 72% or more in 2014
the number of Year 5 students achieving or exceeding
minimum growth in NAPLAN Numeracy.
2.2. Decrease the number of Year 3 students in the
lowest 2 skill bands in Numeracy from 14% in 2012 to
12 % or less in 2014.
2.3. Decrease the number of Year 5 students in the
lowest 2 skill bands in Numeracy from 14% in 2012 to
14% in 2014.
2.4. Decrease the number of Year 1 students below
expected level in Working Mathematically at the end of
Semester 1 to 17% or less in 2014.
2.5. Decrease the number of Year 2 students below
expected level in Working Mathematically at the end of
Semester 1 to 35% or less in 2014.
3.1 Decrease the number of students being placed on
detention to 25% or less in 2014.
3.2. Decrease the number of students on Discipline
levels as follows :
Level 1 25 Level 2 18 Level 3 3 Suspensions 0
3.3. Continue to monitor the % of K-2 students who
regularly arrive late for school.
3.4. Increase the number of Stage 2 students
participating in extracurricular activities to 46% or
more.
Evidence of achievement of outcomes in
2014:
 The number of students being placed on detention
and on Discipline levels did not decrease significantly
in 2014. The school will refocus on relaunching an
emphasis on the school rules and behavior
expectations;
Evidence of achievement of outcomes in
2014:
 66.7% of Y5 students achieved or exceeded
minimum growth in NAPLAN Numeracy;

 K-2 students who continually arrive late to school
have continued to be monitored throughout the year
and we have seen a drop in students arriving late for
school; and
19.3% of Y3 students were in the lowest 2 skill bands
in Numeracy;
 13.3% of Y5 students were in the lowest 2 skill bands
in Numeracy; and
 Teachers across all stages have continued to teach
explicitly the language of Mathematics and in
developing students understanding of Working
Mathematically;
 The number of Stage 2 students participating in
extracurricular activities has remained approximately
the same in 2014.
Strategies to achieve these outcomes in
2014:
Strategies to achieve these outcomes in
2014:
 Continue
to
implement
‘Positive
Behaviour
Intervention Strategies’ (PBIS), reinforce school rules
and ensure that the school community understand
their responsibilities in creating a positive school
culture;
 Review of Discipline practices and processes for
students who are placed on detention;
 Maintain Social Skills Program for identified students
K-6;
 Class teaching programs reflect differentiated learning
practices to accommodate specific learning needs for
all students;
 Maintain iPads for classroom and provide
Professional Learning for staff in the use of
technology to enhance student engagement across
the curriculum;
 Develop partnerships with prior to school settings to
facilitate effective transition programs for preschool
students;
 Provide focussed support for refugee and new arrival
students as appropriate to assist in their transition to
our school system including interagency liaison as
appropriate;
 Use of NAPLAN data to assess the needs of students
in Mathematics and incorporate appropriate teaching
strategies from the SMART database into class
programs to remediate specific areas of concern;
 Trial implementation of NSW Mathematics Syllabus
as part of the Australian Curriculum;
 Continue TPL based on the NSW Mathematics
Syllabus to develop full understanding of the syllabus
and the impact on student learning outcomes;
 Continue with school-based programs and TPL that
reinforce the language used in Mathematics in the
areas of data, measurement, space and geometry;
 Continue to equip all classrooms with numeracy
resources to support changing pedagogy in the
teaching of Mathematics including resources for use
with IWBs and Ipads;
 Trained staff to provide training and in-class support
for all staff to introduce Student Learning Journals for
Mathematics; and
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 Trial implementation of school scope and sequence of
units incorporating new NSW Science and History
Syllabus and current HSIE/COGs units of work;
 Identification of Gifted and Talented students;
 Continued implementation of lunchtime groups to
engage students in extra curricula activities;
 Develop transition partnerships with local high schools
to facilitate successful transition Year 6 students.
(Birrong BHS and Birrong GHS); and
 Implement ‘Positive Playground Program’ with senior
students mentoring K-2 students in the playground.
School priority 5
Enhance leadership capacity is enhanced through
professional learning, networking and collegial support
and implement strategic whole school structures and
policies that support the achievement of school targets.
Outcomes from 2012–2014
5.1. 100% of substantive Executive and aspiring
leaders participate in professional learning modules
which enhance their leadership capabilities.
5.2. 75% or more of teachers participating in external
Teacher Professional Learning in line with school
priorities.
5.3. All eligible temporary staff is supported to complete
the requirements for Professional Competency
accreditation with the ‘Institute of Teachers’.
5.4 All teachers who are accredited are supported to
maintain their Professional Competency accreditation
with the ‘Institute of Teachers’.
School priority 4
Development of an inclusive, positive and safe school
culture that promotes quality learning for the broader
school community through programs that support
parent learning and enhance community engagement
and participation.
Outcomes from 2012–2014
4.1. 75% of parents attended parent/teacher interviews
Increase in parent participation in school activities
and programs to 40% or more in 2014.
4.2. Increase number of parents who attend parent
workshops by 10%.
Evidence of achievement of outcomes in
2014:
 80% of teachers attended Teacher Professional
Learning in line with school priorities;
 Temporary staff and long term casuals were well
supported by supervisors to complete the
requirements for Professional Competency with
BOSTES; and
 All staff, Permanent and Temporary, were supported
with their maintenance of their Professional
Competency accreditation and attended relevant
training and development courses and evaluated the
training.
Evidence of achievement of outcomes in
2014:
 The number of parents attending parent/teacher
interview in 2014 has increased to around 80%. There
has been an extra push by teachers to ensure they
see all parents of students in their class; and
 The school conducted a number of parent workshops
in 2014 which included Literacy, Maths and
Discipline. On average between 30-40 parents
attended theses workshops. Community Language
teachers were used as interpreters during the
sessions.
Strategies to achieve these outcomes in
2014:
 Support Leadership professional learning, through
Team Leadership for School Improvement, for
Executive to ensure school initiatives are embedded
and maintained;
 Establish collegial executive network within the
Strathfield Principals’ Network;
 Maintain a school database to monitor the
maintenance of teachers accredited with the Institute
of Teachers;
 Promote external TPL that supports achievement of
school targets;
 Provide support for temporary teachers to complete
their accreditation with the ‘Institute of Teachers’; and
 TARS and EARS programs implemented to monitor
and manage staff performance.
Strategies to achieve these outcomes in
2014:
 Employ bi-lingual SLSOs (Chinese, Burmese and
Afghani) to enhance relationships between the school
and its community;
 Playgroup initiative to support local communities to
enable effective transition to school for families
through provision of Ethnic SLSO support;
 Maintenance of School website - user friendly and
better utilised by parents;
 Parent workshops, delivered by school staff, covering
a number of curriculum and school related topics that
are relevant and in response to parent needs and
interest;
 Employ teacher to run English classes for parents and
grandparents;
 Celebrate cultural diversity with ‘Colours of Berala’
including performances and food fair, combined with
our 90th birthday celebrations; and
 Organise excursions for parents to various
educational destinations.
Parent/caregiver, student, and
teacher satisfaction
The staff and community are highly supportive of the
school’s policies and programs. The school fosters a
sense of belonging for students, staff, parents and the
community in a variety of ways. The school is seen as a
very positive place by students and the community feels
welcome in the school. Parents feel that there is a good
atmosphere within the school where students want to
come to school and feel happy at school. Parents
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 Students who are enthusiastic and positive about
schooling and learning and who are ‘risks takers’.
 Programs that support the needs of students.
 All stakeholders have a positive attitude towards the
school’s programs and see the school as a quality
learning environment.
indicated they would like to ensure that the
communication between home and school is improved.
These included translations of notes for parents,
workshops for parents on how students learn, how to
help at home, increasing parents awareness of the
school website.
Teachers are seen as professional and care about their
students. They are seen as hardworking and supportive
of the students. They are appreciated by the students
and the community.
Parents have been involved in various workshops
during the. Parents are highly appreciative of the
support the school provides.
It is acknowledged that there is an excellent learning
environment within the school and that teachers are
striving to improve students’ learning outcomes.
Parents are supportive of the special days the school
organises and students really enjoy the extra activities
they can participate in at school.
Students feel that teachers have a good understanding
of what they can and can’t do and that they receive the
appropriate level of work. Students see that there are
incentives if they work hard and they like to have fun
with their learning.
Parents are able to see improvements in their children.
Parents feel well informed but there are times when they
would like to know more.
Students are highly supportive of and satisfied with the
lessons provided.
Strategic Direction 2
Student Wellbeing
Purpose
Students need to be engaged in the learning
process to achieve their learning goals. The
wellbeing of the student is essential in facilitating
the learning needs of the child. A confident,
positive child needs to be supported throughout
the learning process to help them achieve their
maximum potential.
Products
 70% of students engaged in school activities.
 80% of students receiving 15 or more merit awards in
a year.
 80% of students surveyed have a positive attitude
towards school and school programs.
 80% of students, Yrs 2-6, whose fitness levels have
improved by 2 levels or more on an appropriate
fitness test..
Future Directions
2015-2017 School Plan
Practices
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be published on
the school’s website from the beginning of Term 2
2015.
The 2015-17 School Plan will focus on 3 Strategic
Directions.
 Teacher understanding and identification of students
with wellbeing and social issues.
 Students’ needs identified early and students
supported with appropriate programs.
 Students involved in extra-curricula groups at school
based on informed choices and student interest.
 Equip students with skills and strategies to cope and
reflect on different social and personal situations
 Implementing and embedding programs that support
happy/resilient/confident students.
 Closer links with parents and information sharing.
Strategic Direction 1
Teaching and Learning
Purpose
Teaching and Learning is the core business of the
school. Emphasis on providing quality programs
founded on quality pedagogy ensures students
are engaged in the learning process and that
student learning outcomes are achieved. Quality
programs focus on the needs of students and
support students in their life-long learning.
Strategic Direction
Leadership and Community Engagement
Purpose
Products
Effective leadership facilitates in the development
of a positive and focused school community
where differentiated learning takes place for all
stakeholders
Staff,
Students
and
Parents/Community. An engaged community
understands the school and supports the building
and maintenance of a positive school culture.
 30% of students K-6 showing improvement in their
comprehension levels.
 Less than 14% of students in bottom 2 bands of
NAPLAN test in Years 3 & 5 Reading, Writing and
Numeracy).
 80% of parents surveyed having a positive attitude
towards the schools programs.
Products
Practices
 70% of parents using school app and website to
receive school communication.
 70% of parents involved in school activities.
 85% of staff reaching set goals.
 85% of students, K-6, involved in leadership
opportunities in and external to the school.
 Teachers using a variety of strategies and resources
to engage students in the learning process
 Teacher pedagogy enhanced by quality Professional
Learning.
 Staff who are lifelong learners and who support the
learning needs of students.
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Practices
 Teacher understanding of Australian Professional
Standards for Teachers through the goal setting,
TARS/EARS process.
 Continual enhancement of school culture.
 Informed parents using a variety of measures ie
Technology, forums, workshops.
 Parental involvement in school life through
participation.
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.
Mr Glen Stelzer - Principal
Mr Neil Rogers – Deputy Principal
Ms Marvic Aquilina – Deputy Principal
School contact information
Berala Public School
Harrow Rd, Berala. 2141
Ph: 9649-7146
Fax: 9749-2298
Email: berala-p.school@det.nsw.edu.au
Web: www.berala-.schools.nsw.edu.au
School Code: 1199
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:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
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