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Boronia Park Public School

Boronia Park Public School

Friendship, Harmony, Cooperation and Respect

Telephone02 9817 2778

School planning and reporting

Planning and reporting help us meet the needs of our community, improve the quality of teaching and enhance outcomes for all of our students.

School plan

We have developed a 3-year plan in consultation with our community, connected to a budget and student outcomes.

The School Excellence Framework underpins our school planning and reporting approach. The framework provides a clear description of the key elements of high-quality practice across learning, teaching and leading.

The school plan is highly strategic, focusing on 3 key areas for improvement we have determined in consultation with our community. It demonstrates our alignment and commitment to excellence as part of public education in NSW to ensure a profound difference to the ongoing growth and development of our school.

Download our current school plan:

We would like to thank the whole Boronia Park Public School community for their input into the document.

School annual report

The annual report provides an account of our operations and achievements throughout the year. It is the result of rigorous self-assessment by staff, parents and carers, as well as student leaders.

Download our annual reports for a detailed account of:

  • the progress we have made to provide high-quality educational opportunities for every child as set out in the school plan
  • the impact of our strategies for improved learning
  • the benefit to all students from resources including equity funding
  • our operations and achievements throughout the year.

Download our current annual report:

Tell Them From Me Annual School Report

Teachers, students and parents participated in the Tell Them From Me survey, an effective measure of evaluating current school practices at Boronia Park PS. The survey measured aspects of student wellbeing, engagement in school activities and effective teaching practices that are known to affect student academic achievement.

BPPS results measured favourably and were consistently higher than NSW Government averages. A total of 179 students in years 4 to 6 were surveyed in the domains of social, intellectual and institutional engagement. In the social engagement domain, 98% of BP students experienced positive school behaviour, valued schooling outcomes and 69% of students had positive practices towards homework. 88% of students were engaged in class and it was pleasing to report 94% of students experienced positive relationships with their peers. 87% of students were interested and motivated in class, 94% viewed effort as a prime indicator for success and 96% of year 4-6 students felt that the quality of instruction they received was stimulating. Providing continuous support to students who may be showing early signs of disengagement is essential to ensure positive learning experiences can be achieved. Whilst student advocacy for continued social growth is government mean, BPPS will continue to maintain and support this domain through its social programs including peer support and the Buddy system. Furthermore, catering to the intellectual and higher order thinking needs of our students is an ongoing target for refinement and development in the quality learning programs.

Teacher Focus on Learning domain identified eight drivers of student learning: leadership, parent involvement, inclusive school, technology, teaching strategies, use of data to inform practice, learning culture and collaboration. Our school’s approach towards providing an inclusive environment and teaching strategies were significantly strong. Teachers and school leaders worked together to create safe and orderly school environment, which is a testament to staff’s collegiality and teamwork. The teachers were given opportunities to observe their colleagues’ classroom practices and felt supported during stressful times. School practices and classroom experience domains reflect teachers’ careful planning, setting of clear and high expectations for their students and monitoring their progress. They set challenging and visible goals for their students, helped them overcome obstacles to learning, provided quality feedback and planned learning opportunities. As of 2018, 87% of teachers at Boronia Park PS are maintaining their accreditation at Proficient level. 11% of teachers are at Provisional Teacher accreditation level and are moving towards achieving Proficient level. The survey shows that teachers with less than 5 years experience were much more confident using technology, thus professional development, support and mentoring in this area would be an effective way of increasing overall staff confidence.

The ‘Partners in Learning’ survey covered several aspects of parents’ perception of their children’s experiences at home and at school. Parents feel welcome at BPPS and they felt that teachers support positive behaviour in their classrooms. BPPS identifies the need to provide parents with assistance on strategies to support student learning at home and encourage parents to become actively involved in their child’s schoolwork. The school is committed to fostering and streamlining the communication between home and school and keeping parents informed of their child’s progress. BPPS has continued to seek parent input across a variety of domains and a strong collaborative partnership will continue as the foundation for future school planning. 

Graphs showing student and parent input can be viewed here.