1340

Braidwood Central School is located in the small rural community of Braidwood, midway between
Canberra and Bateman’s Bay. In 2013, Braidwood
Central School had 406 students. This was comprised of 183 in the primary and 223 in the secondary school.
The school focuses on providing students with a broad range of academic and extra-curricular activities. All members of the school staff encourage students to achieve to their personal best. The school community takes great pride in producing young people who are well rounded and ready to contribute to the community on both a local and global scale.
It has been another very successful year for the
Braidwood Central School Community. There have been a number of noteworthy successes.
Perhaps the most important in the long term was a meeting of parents, teachers and students that looked extensively at how to improve school and community cooperation to better benefit the students in the school. The Community
Engagement Group meeting looked at areas such as communication, connected learning between school and home and recognizing the role of the family. The intention is to explore these areas one by one with a view to strengthening and streamlining each.
Mrs. Simone Horne was successful at interview in gaining the position of School Community Liaison
Officer for two days a week in 2014. Simone kindly worked on the Community Engagement
Group project as a volunteer for a significant part of 2013.
I would also thank Mrs. Judit Kovacs who filled the School Community Liaison Officer position for
2013. Her work in supporting a number of school programs was appreciated. Judit’s efforts to ensure the formation of Braidwood’s first
Aboriginal Education Consultative Group (AECG) will be a permanent legacy to the school.
Not only was the first AECG to operate at
Braidwood Central formed, a Partnership agreement between the school and the AECG was signed that will continue until 2020. The
1 entire school community came together to celebrate NAIDOC week with a visiting troupe of
Aboriginal dancers, musicians and story tellers.
Braidwood Central School sent its first group of students overseas to Japan on an international visit designed to increase their understanding of
Japanese culture and language. The entire group had a fantastic time and represented their school with pride. Mrs. Alisa Stephens put in an enormous effort to ensure that every possible contingency was planned for during the excursion.
Public Speaking and Debating continue to be areas of great success for Braidwood students.
Inga Neilsen was successful in gaining selection in the state debating team.
As you read the information contained in this report, you will soon realize that Braidwood offers a wide range of experiences to students.
This is a tribute to the dedication of the teachers, students and their parents/carers. Be it successful Show Team results or memorable performances such as “Prince Cinders,
“Thumbelina” and “School for Scandal”
Braidwood Central has something for most students to excel at.
Once again Ms. Suzi Bleach and Mr. Andy
Townsend helped students in the metalwork/art class to create works of art that won a number of prizes and fetched high prices when sold. This special program allows students at risk of neglecting their schooling to become invigorated with a new purpose and sense of direction.
Academically Braidwood Central continues to perform soundly. A particular highlight in 2013 was the performance of Tim Callan who came fifth in the state in Rural Industries in the HSC.
Finally, I would thank the P&C and the dedicated band of parent helpers who support our school in every way. They are often working tirelessly in the background to ensure that projects are financed, classes supported and excursion transport supplied.

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.
Rod McClure
2013 was a challenging year for the P&C as we lost a number of our previous committee members and were struggling to maintain numbers at some meetings. We have also had to think of additional means of raising money for the school as the canteen is no longer bringing in the level of income it has in the past.
While these issues meant we were unable to run a regular funding round for the school as we have in recent years, we were still able to support a number of activities and begin establish a new text book fund for the national curriculum roll-out. The follow report outlines these and other activities in more detail.
Meetings
As the first AGM in Week 8 of Term 1 failed to fill the officer bearer positions, a second AGM was held in May where a small committee was formed to ensure the P&C was able to continue with its essential tasks of running the canteen, uniform shop and representing the parent/community body in discussions with the school executive in 2013. Because of its limited resources, the committee decided to focus on two priorities for the year: fund raising and community engagement.
Community Engagement
On Sunday August 4th a very important event was held at Braidwood Central School, organized jointly by the school executive and the P&C. Under funding made available by the
‘Empowering Locals Schools Program’, the school held a forum designed to develop strategies to more effectively engage families
2 and the community in the operation of the school.
There is overwhelming evidence that when schools, families and the community have shared aims and expectations and work together in partnership, students achieve better outcomes. At BCS there are already many ways that the school and the community engage – but there are also many aspects that could be improved. Given the potential benefits, we as a community owe it to the students to harness our collective skills, resources and energy and give BCS kids the best learning experience they can have.
As a precursor to the Workshop, the P&C surveyed parents and carers to capture views on the way they currently engaged with the school. Parents with students across a wide range of year groups responded, but in relatively low numbers, but nevertheless the results were helpful in informing the workshop process. The results of this survey were presented at the workshop alongside similar staff and student surveys. The survey results indicated that there is a strong sense of community support for the school, many areas of overlap between what parents and teachers see as priorities, and a need to strengthen communication with parents especially in the high school years.
The forum was well-attended by staff, students, parents and community representatives, who all contributed to making a great start on the process of building the framework for improving the way BCS engages with parents and the wider community. The second step in this process was the formation of a Community
Engagement Working Group to develop a longterm implementation plan to address the areas discussed in the forum.
The forum identified Communication as the number one priority for action, and this was the focus of the group’s activity for the remainder of 2013. For the beginning of 2014 the group has

been focusing on a second related dimension,
Connecting learning at home and school, and kicked off its first meeting of 2014 discussing strategies to improve attendance at parentteacher nights.
Two great developments coming out of the
Community Engagement process are the creation of a BCS Facebook page and the updating of the school website. The forum was also the catalyst for updating some of the P&C information on the school website including the canteen menu and uniform shop order forms which are now available for download from the site.
Both the forum and the working group open to anyone from the school or wider community to join and be involved – the working group is still open for new participants to take part and make a contribution to its discussions.
Fundraising
Because of the national curriculum rolling out in
2014, the school is in desperate need of extra funds to buy new textbooks, so after the
(second) 2013 AGM, the P&C decided to focus its fundraising specifically for text books. All funds raised through P&C catering and other activities in 2013-14 will be put towards a
$20,ooo target for this purpose. Our fundraising activities for 2013 were spread throughout the year:
March - Braidwood show
In 2013, for the first time since 2011 due to the show being rained out the previous year, the
P&C fired up its catering machine to full blast for the annual Braidwood Show. The tireless team of helpers doled out a seemingly endless supply of egg and bacon rolls, hot beef rolls, teas, coffees, cakes, slice and scones to ensure all the hungry people at the Show had plenty to choose from. Show numbers were a little down on previous years, but we still managed to bring in $2414 income. Another great effort that
3 benefitted both the school and the wider
Braidwood community.
August - Prince Cinders
In August the P&C catered for the Primary musical, Prince Cinders, opening up the canteen to sell home-made cakes and slices (once again our baking parents did us proud) during the mad-rush of the 15 minute-interval over two performances. It was fast and furious work but a great contribution towards the textbook fund.
September - Election day Barbeque
The Federal Election provided another opportunity to raise funds and ensure the traditional smell of sizzling sausage and onions was able to waft over the queue of voters as they lined up to exercise their democratic right.
The Election Day Barbeque raised $989 towards the textbook fund.
December - Christmas Carols, Christmas raffle
At the end of the year P&C members were once again busy baking and providing hot dogs, glow sticks and candles, Christmas treats and other yummy goodies at the Carols by Candlelight event held in the Police Paddock. The evening was filled with great music, lots of performances from our talented student and staff, and people were very generous in their support of the event.
Canteen review
For many years, the P&C canteen at BCS has provided a vital service to the school community by opening every school day for recess and lunch and returning its profits back to the school. In 2007-12, the P&C canteen returned a total of $45,000 to support crucial school activities and infrastructure. However in recent years, with rising costs of wages and supplies and with decreasing over-the-counter sales, it has become increasingly difficult for the canteen to return income to the school. In 2013,

for the first time, the P&C canteen made a significant loss.
In February 2014 the P&C discussed the state of the canteen accounts and considered a number of different options to ensure that we do not run at a loss again in 2014. A number of changes were reduced running costs, including shortening the daily working hours, volunteeronly Wednesdays, and a review of the scope and pricing of the menu.
Part of the problem in running the canteen has been a steady decline in volunteers. To try to address this, repeated calls for help were made in the newsletter (almost every week), and again at the end of the year in the P&C
President’s report at Presentation Evening.
Despite this, in Term 1 of 2014 we were still short of volunteers. A letter sent to all parents in March has so far resulted in five new people to join our very special canteen volunteers, but we are still in need of more people to donate one or more mornings a year to help ourt.
The P&C will be closely monitoring the progress of the canteen accounts in 2014 to see whether these changes have been effective. If they aren’t, we may be faced to bring in more drastic changes in 2015.
Uniform Shop
The Uniform shop continues to provide a valuable service to parents, thanks to the efforts of the Shop Manager, Sue Chinnery.
After several years running the shop, Sue decided to hand over the reins after 2013, and
Linda Lewis kindly offer to take on the role.
Thanks go to Sue for her work and we know she will continue to support the P&C in her new role as the catering coordinator for the 2015
Braidwood Show.
Other activities
Building fund
Thanks largely to the efforts of the previous
President, Cathy Owen, in 2013 P&C obtained
4
Deductible Gift Recipient status for a school building fund. This means that should we decide to fund raise for a new building, every donation over $2 to the building fund would be taxdeductible. This is a significant benefit to the donor and may help the school in attracting more corporate and family donations in the future.
Communication with parents and staff
The P&C reported and communicated its activities in a number of ways, such as through letters to new and existing parents/carers, the
BCS website www.braidwoodc.schools.nsw.edu.au
and the weekly school newsletter. The newsletter has also been used by the P&C to inform parents of relevant educational issues, websites and to provide occasional advice for parents.
Life Membership
For many years now Mrs Marg Lang has been keeping the Canteen accounts for the P&C in her understated meticulous style. In recognition of her long-standing voluntary service, we awarded
Marg with Life Membership of the P&C. We are all extremely grateful for Marg’s efforts and for also ensuring that there was a smooth and safe handover of the canteen accounts to our new
Canteen Treasurer, Deb Stewart.
Looking forward to 2014
Our P&C has a tremendous history of energetic support from the community, but we continue to be challenged by the commitments of everyday life resulting in limited representation from the parents/carers of secondary students.
If you’ve never been involved before, please, do whatever you can in 2013 to spread the load and help out. Your support and assistance is priceless.
Bidda Jones, President BCS P&C

The Student Representative Council is a committee that consists of student representatives from year 5 through to year 12.
Each year group voted in two representatives to put forward their ideas and concerns. The
Student Representative Council’s role is to be the student voice and liaise between the student body and teachers to make for a more enjoyable learning environment for all. The Student
Representative Council of 2013 decided to focus their efforts to four main areas in order to increase the organisation, precision and success of the council’s efforts throughout the year. The four main areas were:
1.
SRC development programs
2.
External Charity Fundraising
3.
Local Charity Fundraising
4.
Internal Fundraising for entertainment and facilities for students
This year the Student Representative Council launched a BCS SRC Facebook Page. The implementation of the SRC Facebook page was aimed towards increasing communication between the SRC and students, teachers and parents. The SRC Facebook page has had a positive effect, contributing to the success of SRC fundraisers and events in the four main focus areas.
The first focus area of the SRC in 2013 was SRC development programs; this area was a vital aspect of the SRC as it gave members of the SRC skills that are useful for being a successful member of the SRC and the capability to pass knowledge on to other members and make for a more proactive and successful council. At the beginning of the year the SRC spent $600 on sending a year 9 and a year 10 SRC representative to the Regional Leadership Conference. Money for this program was raised throughout 2013 to send two SRC members again in 2014. On the
28th of May, three SRC representatives from
5 years 10 and 11 attended the World Vision Global
Leaders Conference at the AIS Theatre in
Canberra. The attendance of this conference gave the three representatives motivation and ideas to run a successful external fundraiser in general and more specifically the 40 Hour Famine.
In the second main area of focus (external charity fundraising) the SRC supported World Vision’s 40
Hour Famine during Term 3 on the 16th to the
18th of August. The SRC advertised this event through the SRC Facebook page, posters and regular reminders on morning assemblies.
Braidwood Central School was given an aim by
World Vision of $1000 dollars to raise; however, with the large involvement of over 50 students from years 3 to 12, BCS more than doubled this with $2000 in online donations and $210 in cash donations – a great success with a grand total of
$2210 raised.
In the third main area of local charity fundraising; the SRC decided to raise money for Epilepsy ACT
‘Purple Day’. The SRC decided on this charity out of recommendation from the P&C, due to a significant number of people in the Braidwood community being affected by epilepsy.
Fundraising was held on the 2 nd of April during the school cross-country carnival; SRC members ran a purple themed cake stall at the finish line for participants to enjoy. From this fundraiser the
SRC raised $150 for Epilepsy ACT.
In the final main focus area of internal fundraising; the SRC organised a variety of events, activities and competitions to both provide entertainment for students and to fundraise for improved facilities and for future
SRC development and projects. On the 5 th of
September the SRC ran three discos; infants, primary and secondary. In the weeks prior to these events, the SRC ran a Cupcake and Cookie
Day in order to purchase disco lights; with these lights the SRC aims to save money on hiring DJs in the future. The primary focus of internal fundraising in 2013 was funding for hand dryers

in the Secondary male and female bathrooms.
The SRC raised money for this equipment through a lolly-guessing competition. The SRC ran the guessing competition at the election on the 7 th of
September and it was a great success with a total of $300 raised. From these fundraisers the SRC was able to purchase two hand dryers; their installation is currently being arranged. The SRC also ran ‘Hot Choccy Tuesday’, a Book Week guessing competition and the ‘Bluey Shop’ as part of the PBS program throughout 2013.
In conclusion, the 2013 Braidwood Central School
Student Representative Council has had great success in liaising between teachers and students to create a more enjoyable learning environment.
The SRC was successful in doing this through holding SRC development programs, external charity fundraising, local charity fundraising and internal fundraising. Large sums of funds were raised for numerous charities, organisations and to purchase equipment and facilities for students; this contributed to Braidwood Central School’s positive appeal to the community and allowed students to form relationships and gather skills to use further into the future.
Inga Neilsen, Year 10 2013 SRC Representative
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Year 2009 2010 2011
K 89.1 89.8 91.6
1 90.2 90.2 89.8
2 91.1 91.9
3
4
5
6
91.6
91.7
92.8
90.7
94.4
90.8
92.2
91.6
Total 90.4 91.6
90.5
89.3
92.9
88.8
93.3
90.8
2012 2013
85.3 91.0
91.9 89.7
89.5
90.1
89.6
93.0
89.8
90.1
93.2
90.8
92.1
88.4
92.5
91.1
Enrolments
200
150
100
50
0
2007 2008 2009 2010 2011 2012 2013
Year
Male Female
Primary enrolment profile
Enrolments
300
200
100
0
2007 2008 2009 2010 2011 2012 2013
Year
Male Female
Secondary Enrolment Profile
The enrolment profile shows that numbers in the primary school and distribution of male/female has remained similar to that of 2012. In the secondary school, there has been a fall in overall enrolment, though gender distribution remains consistent with 2012.
Primary Attendance Data
The average for attendance in primary school during 2013 in the region was 94.3. The average attendance in primary school across the state for
2013 was 94.7. While primary attendance at
Braidwood Central School is lower than the regional and state averages it has improved from
2012. All cohorts saw an increased average with the exception of year 5 and 6
Secondary Attendance Data
6

Year
7
8
9
2009 2010 2011 2012 2013
91.3 89.7 89.7 91.6 87.5
89.3
88.5
90.9
88.5
88.9
88.3
88.6
86.9
88.1
90.9
10
11
12
89.2
92.6
89.1
88.7
88.0
88.2
86.2
83.9
87.1
85.6
85.9
85.8
85.7
87.3
90.4
Total 90.1 89.2 87.3 87.5 88.2
The regional average for attendance in secondary school was 88.7 and the state average was 89.9.
Comparatively the school was close to the regional average but 1.7% below the state average. Results indicate that some cohorts did improve their attendance from 2012, with Year
13 2013, improving almost 5%. However, for other cohorts, attendance rates declined.
Localised issues such as flooding and transport play a considerable factor in Braidwood Central’s attendance figures. While the school has programs in place to increase awareness about the importance of attendance, these localised issues may continue to affect attendance.
Non-attendance is managed through a daily monitoring system, letters home and/or telephone contact to parents and caregivers.
The deputy principal consults regularly with the district Home School Liaison Officer in relation to students with poor attendance. In the secondary school, years advisors, as part of the student welfare team, have started developing attendance plans to support students whose attendance is of concern. Support plans employ a variety of strategies that are designed to meet the specific needs of each student.
Reminders to parents/caregivers and the provision of absent note pro formas in the weekly newsletter also support our efforts to decrease unexplained absences across the school.
Fractional truancy is addressed through the use of “No Pass, No Service” cards, a program that continues to be well supported by local businesses and that has kept fractional truancy rates low.
Procedures related to roll marking and record keeping were revisited in 2013, with year 11 and
7
12 class records being scrutinized more thoroughly than in the past. In addition, student evaluation interviews indicate that there is a need to check lateness sign in procedures so that records are more accurate.
Students in Years 10 and 11 who exited the school have done so to take up apprenticeships and jobs opportunities. Some year 10 students left to attend schools in the Canberra systems or other schools in NSW due to family resettlement.
The post school destinations of Year 12 2013 are represented in the table below.
Year 12 Student Destinations
Workforce
Apprenticeship/Workforce
%
25
20
University 40
Unknown 15
As in previous years the school was able to offer three vocational education options to students in year 12 – Building and Construction, Hospitality and Primary Industries. Approximately 60% of students in Year 12 selected one of these options.
In addition, two year 12 students were completing school based apprenticeships. One of these was in carpentry and the other in farm management.
In 2013 100% of our year 12 students attained their HSC.
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

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
The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.
In 2013 there were no Indigenous staff employed at the school.
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
0
5
Number
1
1
2
4
21.8
0.4
1.4
0.8
0
0.3
8
40.7
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
30/11/2013
$
336 075.44
391 036.56
277 400.62
221 028.43
10 336.12
19 693.75
0.00
919 495.48
103 703.86
60 781.73
8
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
84 274.80
7 157.90
19 902.31
180 431.27
73 073.47
92 359.42
0.00
67 060.83
46 854.76
15 063.70
171 512.89
922 176.94
333 393.98
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.
Culture and the Arts

Participation in Tournament of the Minds by students in Year 5 to 9

Internal public speaking and debating competitions for students in Years 5 to 10

Participation in DEC debating and public speaking competitions by students in
Years 5 to 10 with several students proceeding to representative level. This includes Inga Neilsen of Year 10 joining the state representative debating team.

Author visit and workshop by Harry Laing

Primary and secondary staff worked collaboratively to produce the first ever primary pantomime, Prince Cinders . This allowed primary students to showcase their performing arts skills.

Primary students who were not involved in the pantomime joined weekly interest groups exploring areas such as sewing, IT, the environment and art

Participation by primary students in the
Premier’s Spelling Challenge, with four students attending the regional finals

Participation by primary students in the
Premier’s Reading Challenge


Japanese students from the secondary school conducted a highly engaging and successful Japanese day for primary students

The strong tradition of parades continued in 2013. The Easter Hat Parade was colourful and well attended. The Book
Week Parade marked a return to costumes based on books rather than films.

Several performance nights were held during the year, allowing students to display their talents. One of the most engaging of these evenings was the
Teacher and Student Performance
Evening, with BCS teachers revealing their artistic abilities.

The senior drama class performed an experimental version of School for
Scandal , while the stage 5 drama class gave several performances of
Thumbelina .

The year ended with a beautiful Carols by
Candlelight evening. Not only did this allow the school community to celebrate the festive season, it again provided an opportunity for students, staff and community members to display their musical talents.

2013 saw Braidwood students participate in the school’s first international excursion. Ms Stephens and Ms Sargeson accompanied students on a cultural exploration of Japan during the April school holidays. The trip was attended by students from years 8 through to 12 and was a truly enriching experience for all participants.

The school’s Show Team was again highly successful, winning awards at both the
Canberra and Royal Sydney shows. The commitment of the team to preparing for the shows has allowed them to successfully compete against well-known agricultural and private schools.

Braidwood Celebrates is starting to become a highlight on the community calendar. The 2013 event saw a wide variety of displays, activities and
9 performances. The event captured the
“personal best” spirit of the school and allowed the community a glimpse of the many activities that students are able to participate in at BCS.
Sports

Milo Cricket ran workshops and challenge days for the primary students

Primary students also participated in AFL skills development days, culminating in an AFL gala day.

The Canberra Raiders ran an NRL skills session for students in Years 3 to 6

Ms Hart coordinated Jump Rope for Heart in the primary school

Students from kindergarten to year 6 participated in “Beach to Bush” a water safety program. They also had the opportunity to develop their bike skills in a bike safety day.

The schools swimming and athletics carnivals were both highly successful, allowing students from primary and secondary to work together in support of their house group. Many students had the opportunity to represent the school at district and regional level for swimming, athletics and cross country.

Mr Reddy took students away to regional softball – a new sport for the school.

Students in the secondary were given the opportunity to represent the school in a variety of sports, including rugby and touch football.
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)
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).
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.
Writing, Spelling and Grammar and
Punctuation)
Percentage in bands:
Year 3 Reading
35
30
25
20
15
10
5
0
1 2 3
Bands
4 5
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
6
The distribution of results in year 3 shows a wide range of ability in relation to reading. Although the bulk of students scored in the top three bands, around 30% scored in the lower three bands and over 10% placed in band one.
Percentage in bands:
Year 3 Spelling
30
25
20
15
10
5
0
1 2 3
Bands
4 5
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
6
Results for spelling fall into a more traditional
“bell curve” pattern. The large number of students placing in the middle bands highlights the importance of “moving the middle to the top” strategies that are a part of the school plan.
Percentage in bands:
Year 3 Grammar & Punctuation
35
30
25
20
15
10
5
0
1 2 3 4
Bands
Percentage in Bands
5
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
6
Results for grammar and punctuation are similar to those for reading, with over 10% of students in the lowest band and a large number of students in bands 4 and 5.
10

Percentage in bands:
Year 3 Writing
40
30
20
10
60
50
0
1 2 3
Bands
4
Percentage in Bands
School Average 2011-2013
SSG % in Bands 2013
State DEC % in Bands 2013
5 6
Year 3 writing results highlight a weakness in persuasive writing skills with over 70% of students placing in the bottom three bands. This result is in keeping with school averages over the last three years. However, this contrasts with SSG and state averages, highlighting a need to revisit the strategies used to teach writing.
Percentage in bands:
Year 3 Numeracy
40
30
20
10
0
1 2 3
Bands
Percentage in Bands
4
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
5 6
Numeracy results for year 3 are pleasing in that there are less than 10% of students in the lowest band. However, it is an area of concern that no
11 students placed in the top band. Work carried out as part of the Improving Literacy Numeracy
National Partnership (ILNNP) will allow those results to be compared to assessment gathered through a variety of activities assessed within the classroom setting.
Writing, Spelling and Grammar and
Punctuation)
Percentage in bands:
Year 5 Reading
50
40
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
8
Year 5 reading results show a growth in the number of students placing in band 6. Some of this growth is due to a decline in students scoring in bands 7 and 8 but there also seems to be a decline in students scoring in band 5.

Percentage in bands:
Year 5 Spelling
50
40
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
8
Spelling results for year 5 again see a cluster of students placing in the middle bands. This suggests that foundational skills are strong but that students are perhaps unable to apply these skills to more challenging or unusual words.
Percentage in bands:
Year 5 Grammar & Punctuation
60
50
40
30
20
10
0
3 4 5
Bands
6
Percentage in Bands
7
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
8
As with spelling, there is a spike of students in year 5 scoring in band 5 for grammar and punctuation. While it is pleasing to see only a small percentage of students in band three, it is of concern that no students placed in the top band in this area.
12
Percentage in bands:
Year 5 Writing
60
50
40
30
20
10
0
3 4 5
Bands
6
Percentage in Bands
School Average 2011-2013
SSG % in Bands 2013
State DEC % in Bands 2013
7 8
The large number of students placing in band 5 for writing is in keeping with the related data in grammar and spelling. Unlike the year 3 writing data, year 5 averages are more in keeping with
SSG and state data.
Percentage in bands:
Year 5 Numeracy
50
40
30
20
10
0
3 4 5
Bands
6
Percentage in Bands
School Average 2009-2013
SSG % in Bands 2013
State DEC % in Bands 2013
7 8
Numeracy results for year 5 show an increase in the number of students placing in band 5, with the growth unfortunately coming from a decrease in the number of students placing in the top three bands. As mentioned above, the

implementation of the ILNNP will allow for more opportunities for teachers to assess students and plot them on the numeracy continuum.
Average progress in Reading between
Year 3 and 5
200
Average progress in Numeracy between
Year 3 and 5
200
100
100
0
2008-2010 2009-2011 2010-2012 2011-2013
School SSG State DEC
Average progress in Spelling between
Year 3 and 5
150
100
50
0
2008-2010 2009-2011 2010-2012 2011-2013
School SSG State DEC
200
Average progress in Grammar &
Punctuation between Year 3 and 5
100
0
2008-2010 2009-2011 2010-2012 2011-2013
School SSG State DEC
Average progress in Writing between
Year 3 and 5
100
50
0
2011-2013
School SSG State DEC
0
2008-2010 2009-2011 2010-2012 2011-2013
School SSG State DEC
The average progress graphs measure the progress of year 5 2013 compared to their results in 2011 when they were in year 3. The graphs reveal that students have made strong progress, particularly in the areas of reading and spelling.
This data confirms other school based assessment data that indicates Braidwood
Central School is strong in moving students from lower bands to the middle and building strong foundational skills within students. However, the results also indicate that the school’s focus on moving the middle to the top has yet to lead to improvements in standardised testing.
Writing, Spelling and Grammar and
Punctuation)
Percentage in bands:
Year 7 Reading
35
30
25
20
15
10
5
0
4 5 6
Bands
7 8
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
9
Reading results for year 7 are in keeping with the general pattern of the school for the last three years. However, there are fewer students placing in band 4 in this particular cohort.
13

Percentage in bands:
Year 7 Spelling
35
30
25
20
15
10
5
0
4 5 6
Bands
7 8
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
9
As with reading, the results for spelling are in keeping with the school averages from the last three years. The high proportion of students in the bottom three bands for spelling perhaps reflects the fact that spelling is not explicitly taught in many secondary classes.
Percentage in bands:
Year 7 Grammar & Punctuation
35
30
25
20
15
10
5
0
4 5 6 7 8
Bands
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
9
The results for grammar and punctuation highlight that this is an area of weakness for the year 7 cohort. As with spelling, this suggests that there is a need for these skills to be more explicitly addressed in all key learning areas.
Percentage in bands:
Year 7 Writing
40
35
30
25
20
15
10
5
0
4 5 6
Bands
7 8 9
Percentage in Bands
School Average 2011-2013
SSG % in Band 2013
State DEC % in Band 2013
Results for writing in year 7 show a growth in the number of students placing in the bottom two bands. This is in keeping with spelling and grammar data and highlights the need for more structured approaches to literacy development in year 7.
Percentage in bands:
Year 7 Numeracy
35
30
25
20
15
10
5
0
4 5 6 7 8
Bands
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
9
As opposed to literacy, the numeracy results for year 7 are more in keeping with the school’s
14

historical data. There is only a small percentage in the lowest band which is pleasing; however, there are no students in the top band suggesting that a strong push on moving the middle band students is required.
Writing, Spelling and Grammar and
Punctuation)
Percentage in bands:
Year 9 Reading
50
40
30
20
10
0
5 6 7
Bands
8 9
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
10
Over 40% of students in year 9 placed in band 7 for reading. This is 10 above the school average for the last three years, the SSG and state averages. This suggests that students need to have more experience with a wider range of problematic texts to help them develop their critical reading skills.
Percentage in bands:
Year 9 Spelling
35
30
25
20
15
10
5
0
5 6 7 8
Bands
Percentage in Bands
9
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
10
Spelling results for year 9 were low, with about
70% of students placing in the lower three bands.
This result was despite the fact that spelling was taught vigorously in some subject areas while students were in years 8 and 9. The results indicate the problematic nature of developing spelling skills for secondary students. They also, indicate that the school needs to research, and employ other methods to enhance spelling skills.
Percentage in bands:
Year 9 Grammar & Punctuation
35
30
25
20
15
10
5
0
5 6 7
Bands
8 9
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
10
Grammar and punctuation results show a large increase in the number of students placing in bands 6 and 7, with a significant drop in band 8
15

placements. This unusual pattern of results is not in keeping with school data. As such, it may be a reflection of the particular cohort or a reflection of particular questions and tasks asked of students in 2013.
Percentage in bands:
Year 9 Writing
40
35
30
25
20
15
10
5
0
5 6 7
Bands
8
Percentage in Bands
School Average 2011-2013
SSG % in Band 2013
State DEC % in Band 2013
9 10
Writing results for year 9 were very poor and unfortunately reflect the school’s average for the past three years. These results reflect the difficulty that students have with persuasive writing tasks and writing tasks completed under exam conditions. It is hoped that as ALARM is implemented across the school students will be able to apply themselves with a greater degree of confidence to unseen writing tasks.
Percentage in bands:
Year 9 Numeracy
35
30
25
20
15
10
5
0
5 6 7 8 9
Bands
Percentage in Bands
School Average 2009-2013
SSG % in Band 2013
State DEC % in Band 2013
10
Numeracy results reflect a growth in the number of students placing in the top band, which is a pleasing development. However, there are still a significant number of students placing in the lower bands. As mentioned above ILNNP strategies will be used to assess and track student progress against the numeracy continuum with an improvement in NAPLAN results being one of many desired outcomes of the project.
Percentage of Year 7 students achieving at or above minimum standard (exempt students excluded)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
95.2
81.0
83.3
78.6
97.5
As indicated by the table the area of greatest concern for year 7 is grammar and punctuation.
16

100
90
80
70
60
50
40
30
20
10
0
Percentage of Year 9 students achieving at or above minimum standard (exempt students excluded)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
92.3
65.0
82.5
87.5
83.3
The table indicates that writing is an area of significant concern for the year 9 cohort.
Confidence in writing persuasive texts as well as skills in coping with unseen questions and writing at length should be priorities for this group as they progress to the HSC.
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).
School 2013
School Average 2009-2013
The year 12 cohort for 2013 consisted of 20 students. Most of the HSC classes consisted of fewer than 10 students and consequently they cannot be reported on in accordance with confidentiality protocols.
17
The results for Standard English were slightly better than the school’s average and just above
SSG and state average. This perhaps reflects the growing interest in the English Studies curriculum, making the Standard course a more academic pathway for students aiming to gain strong ATAR results.
The General Maths results were also in keeping with SGG and state results.
Both of these results indicate that the “average” year 12 student at Braidwood Central School is able to be competitive in the mid-level academic courses with students across the state.
At Braidwood Central School there is a substantial effort being made to improve the educational outcomes for all of our Indigenous students.
Norta Norta and Personalised Learning Plan
(PLPs).
Braidwood Central School receives government funding through the Norta Norta program. Norta
Norta provides schools with the opportunity to implement a tutoring program to support the educational needs of Indigenous students. A component of this program is to create a PLP for all students. The PLP provides a frame work of identified strengths and weaknesses in all of the students. Input for the PLPs is sourced from teachers, parents, and guardians as well as the students. Braidwood Central School employs a small team of experienced tutors to assist the students (and teachers) with their academic progress. The Norta Norta program has been very successful with the school’s NAPLAN results reflecting improved grades.
Aboriginal Education Consultative Group (AECG) and NAIDOC
The Braidwood District AECG was formed for the first time late in 2012. The AECG has now completed its first full year (2013) in operation.
Braidwood Central School and the Braidwood
AECG have worked cooperatively on a range of

projects throughout the year. The most notable being the very successful NAIDOC week celebrations. At Braidwood Central School all students were actively involved in Koormurri cultural and performing group activities and presentations. The AEGC conduct regular meetings in the School Library with an open invitation for all interested parties to attend.
Australian Indigenous Mentoring Experience
(AIME).
Braidwood Central School has joined the AIME program in 2013 with active implementation to occur in 2014. AIME offers secondary students the opportunity to link with a sponsor university in Canberra to receive a mentoring experience from university students and inspirational
Indigenous adults. Establishing this link is a positive step towards our students gaining university enrolment and future employment opportunities.
Braidwood Central School values and supports multicultural education. The school aims to provide students with diverse learning opportunities that will engage students but also increase their awareness of the impacts of racism. Some of the activities designed to facilitate students’ multiculturalism include: appreciation of

Participation in the multicultural speaking competition

The celebration of Harmony day

Programs to develop understanding of racism and discrimination

Teaching programs and excursions to foster cross-cultural understanding and skills

The teaching of Japanese to all Year 8 students

Having an anti-racism contact officer
Braidwood Central School continued to develop programs and implement initiatives to support the emotional, psychological, and health needs of students. Some of the programs and initiatives include:
18

Refinement of processes used by the secondary welfare team, including the Check
In Check Out (CICO) mentoring system

The development of a primary welfare team

Presenting the “Love Bites” program to students in years 9 and 10. This program, presented by Barnados, provided students with the opportunity to learn about and discuss issues related to domestic violence and sexual assault. This event inspired students to host a White
Ribbon stall in the main street of
Braidwood at which they engaged the community in discussion about the importance of speaking out against domestic violence. Students raised over
$500 at this event.

A “Girls Night In” was hosted in August.
This event invited all secondary girls to sleep over at the school. A range of girls from years 7 to 11 attended the evening.
They participated in a belly dancing session and made fund raising cupcakes.
The girls also viewed a range of videos made by girls who had been in abusive relationships. This provided the girls with the opportunity to talk about their own relationships and a range of self-esteem issues. Similar events are planned for
2014.

The school Positive Behaviour for Success continued in 2013. All students who reached Bronze level received an awards portfolio to encourage them to chart their progress through the school. Silver level students in the primary were rewarded with an excursion to the bakery, while the secondary silver students went to Civic for a shopping excursion. Gold level students in primary were rewarded with an excursion to the movies in Goulburn and the secondary students attended a very popular excursion to Jamberoo. PBS will continue to offer these rewards to students in
2014 to help encourage students to make positive choices about their behaviour. In addition, the team will implement rewards to acknowledge other positive behaviours such as attendance,

community service and supporting families.

For the 2013 and 2014 calendar years, BCS has embarked on a National Partnership in numeracy, under the Improving Literacy and
Numeracy National Partnership program.

The project requires BCS to develop a wholeschool approach to improving numeracy results.

The school is to focus on greater evidencebased teaching (i.e. using robust data to know where the student is ‘at’, and where they need to ‘move to’.) An enhanced focus must be on the needs of the individual.

BCS’s grant is $113,000. It can only be spent on teacher training (i.e. not resources) and must be spent by the end of 2014. Amongst the largest lines of expenditure on the project are consultant costs (to deliver the training), and salary to pay a staff member to coordinate the project.

The program particularly targets students who are struggling with numeracy. The aim is to improve their results, so they can achieve at school and be more empowered in their adult life. However, the project is expected to improve numeracy results for all students, through better quality teaching.

Staff will receive training in proven, effective numeracy programs, and will receive support to implement these in their classrooms.

The Empowering Local Schools National
Partnership is an agreement entered into between Braidwood Central School and the
Federal Government. As a result $50,000 has been provided to the school for use in one of three areas; Governance, Finance and
Infrastructure and Workforce. Braidwood
Central chose to operate in all three areas with a particular emphasis on Governance area working with the Braidwood P&C.
19

The grant has allowed the school to finance a School Community Liaison Officer. This has greatly improved the connection between the school and its community. In particular the Community Engagement Project has been funded. It will operate over five years and has already completed recommendations for improvements in the communication area. Other areas where discussion and suggestions for improvement will be made include: Connecting Learning
School and Home, Building Community
Identity, Recognising the role of the family,
Extending Consultative Decision Making,
Collaboration Beyond the School and
Participation.

The Federal grant has been invaluable in funding the initiatives above. These initiatives also conform to the direction of the NSW policy of Local Schools Local
Decisions.

Progress in the three areas is covered fully on page sixteen of this report.
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

Reviewing and modifying the school plan on both an executive and whole school level.
The school revisited the plan at various stages throughout the year. This allowed for on-going discussion of targets and implementation strategies.

Members of the school executive worked with Kerry Vogele to evaluate the goals in the school plan at the end of 2013. This thorough review provided the school with external feedback in relation to targets.
Adjustments to the plan were made as a result of this consultation.

Teachers completed a survey on community consultation at Braidwood Central School.
The survey asked teachers about their interactions and beliefs in regards to the

triangular relationship between parents, teachers and student success.

A community forum was held in August. The forum asked all stakeholders to evaluate the school’s progress in seven dimensions related to community consultation. More information about this event and the results of the forum can be found towards the end of the report.

The results of both the teacher and community forum surveys were used to inform the direction of the Community
Engagement Working Group.
Outcomes from 2012–2014
In the 2012 version of the school plan, the following numeracy based targets were set:

Year 3: Increase the percentage of students in the proficient bands for numeracy from a three year average of 32.4% to 44% in 2013
(8 students of 25)

Year 5: Increase the percentage of students in the proficient bands for numeracy from a three year average of 17.2% to 34.5% 2013
(8 students of 29)

Year 7: Increase the percentage of students in the proficient bands for numeracy from a three year average of 14.9% to 22.7% 2013 (9 students from 44)

Year 9: Increase the percentage of students in the proficient bands for numeracy from a three year average of 21.1% to 30.2% 2013
(11 students from 43)
NAPLAN data related to proficiency in numeracy in 2013 is outlined below:

Year 3 - 30%

Year 5 – 7%

Year 7 – 15%

Year 9 – 19%
20
This indicates that the strategies used by the school in 2012 did not lead to the desired targets.
As a result, the school entered into the Improving
Literacy Numeracy National Partnership (ILNNP) midway through 2013. Implementation of the partnership has led to an adjustment of the school plan. The intended outcomes for 2013 were:

To analyse the current performance of our students in numeracy, using NAPLAN data and classroom-based assessments

To analyse current teaching and assessment strategies in numeracy, across the school, to identify strengths and weaknesses

To assess current level of engagement and enthusiasm for numeracy teaching amongst students and teachers

Appoint BCS teacher to manage the project

Work with experienced DEC consultants to develop a Project Plan

Begin training some staff in the Taking Off
With Numeracy (TOWN) program .
Evidence of progress towards outcomes in 2013:

100% of students from Early Stage 1 to Stage
4 mapped against key indicators of Well
Below, Below, At Expectation, Above
Expectation, and Well Above Expectation in terms of their current achievement

Database compiled of current teaching methods and assessment strategies used by teachers

One teacher elevated to Executive level to manage and coordinate the project

Project Plan presented to, and approved by, Executive

Two consultants engaged to deliver the training program to staff

All staff in-serviced on cross-referencing
NAPLAN data with curriculum based assessments to inform teaching and learning strategies

Staff from Stage 3 to Stage 5 received training in ‘Taking off With Numeracy’
(TOWN) program, Level 1
Strategies to achieve these outcomes in 2014


Establishing a Numeracy Teachers Group that spans BCS teachers of all stages, to share learning and build a combined approach to planning/teaching

Training Early Stage 1 and Stage 2 teachers in the Targeting Early Numeracy
(TEN) program, and establish this in their classrooms

Training Stage 2, Stage 3 and Stage 4 teachers in the Taking Off With
Numeracy (TOWN) program, and establish this in their classrooms

Training all numeracy teachers in how to
‘plot’ students on the Numeracy
Continuum

100% of students from Early Stage 1 to
Stage 5 mapped against the Numeracy
Continuum via the online PLAN platform

Conduct an audit of numeracy teaching resources across the school. Compile a
Stage-specific teaching ‘kit’ for each classroom, using new and existing resources.
The Empowering Local Schools National
Partnership commenced in 2013. As a result there are no outcomes from 2012. The intended outcomes for 2013 were:
Outcomes from 2012–2014

To develop the professional capacity of staff to enable the implementation of
ALARM strategies in Y11 initially and then
Y5-12.

Implement LMBR Finance/HR/Payroll
System

Investigate and develop a new governance structure for BCS based on current best practice.

Participate in professional development opportunities to enhance leadership and develop innovative approaches to staffing.
21

Participate in professional development opportunities that support the school plan.

Develop streamlined and effective support structures for teachers experiencing difficulty.
Evidence of progress towards outcomes in 2013:

Teaching staff have attended training on the ALARM process and strategies to use in the classroom. These are now in the process of implementation in Years
11&12.

The LMBR Finance/Human Resources and
Payroll system is in the process of implementation. The 229 schools trialing the new system have encountered many difficulties as might be expected in such a large project. Full implementation has been deferred to 2014.

The Community Engagement program has been commenced as described on page 15 of this report. The initial consultation meeting was well attended by parents, teachers and students.

Professional Development opportunities have been provided in areas such as
“Engaging the Community”, “ALARM”, and “No Gaps No Excuses” (the latter is a program to reduce the gap between
Aboriginal and non-Aboriginal students).

The type of professional development opportunities mentioned above is driven by the current school plan.

The state is introducing more streamlined procedures to assist teachers experiencing difficulties in 2015.
Strategies to achieve these outcomes in 2014:

Continue to trial and implement the
LMBR Finance/Human Resources/Payroll initiative taking advantage of the training opportunities offered as they arise.

The Community Engagement Program will continue in 2014 beginning with improving communication and connecting school learning and the home more effectively.


Continue with the employment of a
School Community Liaison Officer briefed with raising the profile of Braidwood
Central in the community.

Provide training and support for the
Senior Executive and Executive in the proceeses to be utilized in supporting teachers experiencing difficulty.
Outcomes from 2012–2014

All Aboriginal students will show improvement of at least one band as measured by NAPLAN assessment.

All teaching programs address the learning needs of Aboriginal students and ensure that all students are educated about Aboriginal Australia and culture

All staff have a negotiated understanding of the educational and social needs of the aboriginal students at BCS and use best practice

Aboriginal pedagogies in all KLA programs

Aboriginal students are engaged, retained until Year 12 or work placement and actively promote Aboriginal culture

Aboriginal students represented at a leadership level in a wide range of school activities
Evidence of progress towards outcomes in 2013:

A template requiring staff to comment on how they have implemented Personal
Learning Programs (PLP’s) into teaching and learning programs has been created and is being used in some faculty areas

PLP’s include strategies to improve attendance and therefore student learning

The Illawarra and South East Region No
Gaps No Excuses training package has commenced

A permanent Aboriginal representative position was added to the Student
22
Representative Council (SRC) and filled by a year 12 student in 2013.
Strategies to achieve these outcomes in 2014:

Refine processes to monitor staff implementation of PLPs

Work with the AECG to refine teaching programs and extra-curricular activities

Continue to implement No Gaps, No
Excuses
Outcomes from 2012–2014

10% increase in students achieving Band
4 or above in HSC results in all subjects

All students value add in NAPLAN results
5, 7, 9 (see targets under literacy and numeracy)

Reduced number of students not meeting course requirements - reduction in “N” award warning letters
Evidence of progress towards outcomes in
2013:

Streamlining processes relating to HSC and preliminary assessment tasks. This includes a whole school approach to setting due dates so that tasks are distributed in a more manageable distribution pattern

All senior teachers trained in ALARM and staff teamed into learning partners to enable implementation of the program

All year 11 students trained in the ALARM program. Students in this year group completed several assessment tasks requiring the use of ALARM. In addition, some students from stages 3, 4 and 5 were also trained in ALARM and completed several tasks using the program. Samples of student work from across stages have been collected to use for future reference.

Staff continued to receive professional learning related to analysing SMART data


The HSC and NAPLAN goals set for 2013 were not fully realised. This indicates that the goals may need to be refined and that staff require further support in how to address the school plan targets in their day to day teaching practice.
Strategies to achieve these outcomes in
2014:

Many of the strategies mentioned in the
Improving Literacy Numeracy National
Partnership section address the targets for moving the middle to the top

Specific ALARM training will be provided to year 11 students at a study skills camp.
A total of $19 902 was spent on Teacher
Professional Learning (TPL) in 2013. The school plan identified the following as priority areas for professional learning in 2013: beginning teachers, literacy and numeracy, quality teaching, use of
ICT for teaching and learning, syllabus implementation, welfare and equity, career development.
All staff participated in some form of TPL in 2013.
Staff development days were held throughout the year, with 1 at the beginning of terms one and three, 2 at the start of term 2 and 2 at the end of term 4. The extra development day in term was to allow for more detailed planning related to the implementation of new curriculum in most areas of the school. Development days also provide all staff working at the school with professional learning related to Child Protection and Aboriginal Equity. All teaching staff received training and development related to understanding the numeracy continuum and the assessment tools used to plot students on the continuum.
The bulk of professional learning undertaken outside of the development days was linked to syllabus implementation. This allowed teachers in
HSIE, English, PE, and Science to develop a thorough understanding of new syllabus requirements as well as the opportunity to collaborate with colleagues beyond the school in the development of teaching and learning programs. In addition, primary teachers and secondary Maths teachers received preliminary training designed to assist the implementation of
23 programs related to the Improving Literacy
Numeracy National Partnership.
Many staff also attended courses related to student well-being. These courses cover areas such as behavior management, road safety and healthy life styles, counseling students and attendance. Participation in these courses has allowed staff to develop skills that strengthen the delivery of welfare, health, and safety programs within the school.
Participation in training related to the delivery of
VET courses and careers advising enabled the school to offer a broad range of curriculum options and advice to senior students in 2013.
This is of particular significance in a small rural community, where access to vocational education and advice can be limited.
Three members of Braidwood Central School were working towards maintaining their professional competence accreditation with the
Institute of Teachers. In addition, another two teachers were working towards completion of the accreditation process.
In 2013, the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Braidwood Central School held a Community
Engagement Forum on Sunday 4 th August 2013, which was attended by over 50 people, consisting of student, staff, parent, and community members. Attendees were asked to rate the school across a range of domains.
Background
The Community Engagement Forum was held to enable the school to gauge perceptions about how the school communicates with all stakeholders. The findings from the forum will be used to help guide the school as it implements the Empowering Local Schools Partnership.
Findings and conclusions
The Community Engagement Forum asked participants to rate the school’s progress across seven domains:
1.
Communicating

2.
Connecting learning at home and at school
3.
Building community and identity
Recognising the role of the family 4.
5.
Consultative decision making
6.
Collaborating beyond the school
7.
Participating.
The central finding was that the school is developing or building in all areas. This indicates that foundational structures are in place to allow members of the school community to access and participate in the delivery of education at
Braidwood Central School. However, the forum also indicated the need for the school to build on these foundations so that communication practices are more interactive and inclusive of members of the school community who be marginalized at present. In addition, further refinement of systems is required in order for the school to reach a sustainable level of consultative practice.
A group of volunteers has since formed the
Community Engagement Working Group (CEWG), which will steer the school’s Community
Engagement Project over the next 5 years. The
CEWG is an advisory body which makes recommendations to the principal.
The group met 3 times throughout the course of
2013. These meetings were based around
Dimension 1 – Communication, which was identified as the highest priority at the forum.
Achievements of the CEWG in 2013 include activation of the school’s Facebook page; improvements to the school’s website and newsletter; development of an editorial policy.
Future directions
The CEWG has taken steps to improve communication between BCS and parents/carers and the community. They are also examining strategies to improve attendance at events such as Parent/Teacher evening and P&C meetings.
These directions will be pursued in 2014. The group will then work through the other domains and make recommendations designed to sustain effective community engagement practices.
It is envisioned that the CEWG will aid the implementation of the Empowering Local School
National Partnership.
24
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.
Rod McClure, Principal
Peter Neilsen, Deputy Principal
Vanessa Willetts, Head Teacher English
Wendy Davis, Relieving Assistant Principal
Iain Yule, Head Teacher Secondary Studies
Sarah Sweeney, ILNNP Executive
Mick Wall, Head Teacher TAS
Inga Neilsen, SRC representative
Bidda Jones, P&C President
Simone Horne, Community Liaison Officer
Braidwood Central School
46 Wilson Street, Braidwood
Ph: 4842 2249
Fax: 4842 2501
Email: braidwood-c.school@det.nsw.edu.au.
Web: www.braidwood-c.schools.nsw.edu.au
/
School Code: 1340
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