Improvement Plan

Use of National School Improvement Tool

School Improvement has always been a key priority for all involved at Brightwaters Christian College, whether they be teaching staff, families, Board or the broader school community. This tool allows an ongoing greater depth of discussion into the future.

This has been colour coded to correspond to each “domain” that has been set out as in the

The National School Improvement Tool (tool) which was developed by the Australian Council for Educational Research for the Commonwealth Department of Education, Employment and Workplace Relations based on a series of national consultations conducted during 2012.

The table below highlights those areas which have been pinpointed by the staff and Board of Brightwaters Christian College as areas for improvement during 2017. You will notice that some areas were marked as completed, while others are still works in progress. The work in progress is not a fail to complete, rather a sense of what was deemed more vital, or became apparently more time sensitive.

At the time of preparing this forward plan for 2017, the Board is making progress towards becoming a more complete Governance structure and reshaping from a model of management and Governance. The Board has put in place several committees which are, at the end of 2016, getting a sense of where to from here. They will continue to strengthen as 2017 unfolds. The committees will be driven, to a large part by the work done by the Vision and Strategy committee, who are responsible for looking to the future beyond 2017.

I trust that as you read through the ideas listed above, that you get a sense of the heart Brightwaters Christian College has for its students, which provides an environment where they are known, noticed and nurtured. The students are very much the “next generation” and how we engage with them will, in no small way, affect how they see their future. We see their future as having enormous potential and full of great possibilities. The students see the teaching staff, their families and the wider school community as being committed to working together and having a single-mindedness of goal. Just as we ask our student to strive, so too, the staff continue to strive for improving every year and never settling for less than their best!

1. An Explicit Improvement Agenda

The school leadership team and/or Board have established and are driving a strong improvement agenda for the school, grounded in evidence from research and practice and expressed in terms of improvements in measurable student outcomes. Explicit and clear school-wide targets for improvement have been set and communicated to parents and families, teachers and students, with accompanying timelines.

2. Analysis and Discussion of Data

A high priority is given to the school-wide analysis and discussion of systematically collected data on student outcomes, including academic, attendance and behavioural outcomes, and student wellbeing. Data analyses consider overall school performance as well as the performances of students from identified priority groups; evidence of improvement/regression over time; performances in comparison with similar schools; and, in the case of data from standardised tests, measures of growth across the years of school.

3. A Culture That Promotes Learning

The school is driven by a deep belief that every student is capable of successful learning. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents. There is a strong collegial culture of mutual trust and support among teachers and school leaders and parents are treated as partners in the promotion of student learning and wellbeing. The school works to maintain a learning environment that is safe, respectful, tolerant, inclusive and that promotes intellectual rigour.

4. Targeted Use of School Resources

The school applies its resources (staff time, expertise, funds, facilities, materials) in a targeted manner to meet the learning and wellbeing needs of all students. It has school-wide policies, practices and programs in place to assist in identifying and addressing student needs. Flexible structures and processes enable the school to respond appropriately to the needs of individual learners.

5. An Expert Teaching Team

The school has found ways to build a school-wide, professional team of highly able teachers, including teachers who take an active leadership role beyond the classroom. Strong procedures are in place to encourage a school-wide, shared responsibility for student learning and success, and to encourage the development of a culture of continuous professional improvement that includes classroom-based learning, mentoring and coaching arrangements.

6. Systematic Curriculum Delivery

The school has a coherent, sequenced plan for curriculum delivery that ensures consistent teaching and learning expectations and a clear reference for monitoring learning across the year levels. The plan, within which evidence-based teaching practices are embedded, and to which assessment and reporting procedures are aligned, has been developed with reference to the Australian Curriculum or other approved curriculum and refined collaboratively to provide a shared vision for curriculum practice.  This plan is shared with parents and families.

7. Differentiated Teaching and Learning

The school places a high priority on ensuring that, in their day-to-day teaching, classroom teachers identify and address the learning needs of individual students, including high-achieving students. Teachers are encouraged and supported to monitor closely the progress of individuals, identify learning difficulties and tailor classroom activities to levels of readiness and need.

8. Effective Pedagogical Practices

The school principal and other school leaders recognise that highly effective teaching is the key to improving student learning throughout the school. They take a strong leadership role, encouraging the use of research-based teaching practices in all classrooms to ensure that every student is engaged, challenged and learning successfully. All teachers understand and use effective teaching methods – including explicit instruction – to maximise student learning.

9. School-Community Partnerships

The school actively seeks ways to enhance student learning and wellbeing by partnering with parents and families, other education and training institutions, local businesses and community organisations. Parents and families are recognised as integral members of the school community and partners in their children’s education. Partnerships are strategically established to address identified student needs and operate by providing access to experiences, support and intellectual and/or physical resources not available within the school. All partners are committed to the common purposes and goals of partnership activities. Procedures are in place to ensure effective communications and to monitor and evaluate the intended impacts of the school’s partnerships


2016 – 2017 GOALS CURRENT STATUS Completed RESPONSIBILITY of WHOM? Allocated/required



Marketing committee continued exposure of school to wider community Continued use of Facebook, Instagram.

Advertising to local churches, preschools

Signage around Morisset peninsula

Yes Marketing committee Budget
Marketing committee continued exposure of school to wider community Reach out into the southern end of Lake Macquarie and into Blue Haven/Doyalson areas Marketing committee Budget
Develop strategic and comprehensive marketing plan for 2016 Ongoing marketing plan: target audience preschools and local churches Yes Marketing committee Time
Develop strategic and comprehensive marketing plan for 2017 Ongoing marketing plan: target audience preschools and local churches Marketing committee Time
Prospectus update and refocus wording used in advertising Reviewed annually. Principal

Executive Assistant

Updated website Ready for launch end 2016/early 2017 Yes Marketing committee Time
Consider how the school motto and vision statements can link to Morisset Baptist Church. Pastor Tim and Principal to unveil early 2016 Yes Pastor Tim and Principal Time
Involvement in Inclusive Schools funding Inclusive schools project to begin mid May 2015. Ongoing expenditure on areas of resilience, goal setting and teaching practice metalanguage development in 2016 Yes Teaching staff Budget
Involvement in Inclusive Schools funding Conclude and assess resilience, goal setting and teaching practice metalanguage development in 2017 Term 1 Teaching staff Budget
Upgrade/reinvigorate play area/buildings


Painting of external walls, eaves etc. early 2016

Repaint doors into learning spaces


End 2016 or early 2017 Building committee Budget
New fencing to define office area/visitor car spaces Plans are in place- designs and quotes yet to come. Building committee Budget
Achievement of a higher profile in the local community through participation in a range of community events. Ongoing. ANZAC day march; Remembrance Day service. Yes Principal Time
Have a larger community presence in Morisset and surrounding suburbs. Continued participation in Morisset Festival. Unable to in 2016 – not held Principal Budget/


Board governance addressing greater communication between interested parties Use of Church notices, website, newsletter

Term report to company members by Board Chair.

Yes Board Time
Maintenance of School Policies to high standard and keeping staff aware of any relative changes. Ongoing. Privacy policy updated and included on website





Board Time
Add Board Governance policies to list of school policies. Review throughout 2016-2017  Yes Board

Compliance Officer

Participate in annual BOSTES accredited “responsible persons” training 12 hours every 3 years Board




Develop a 2-5 year plan for Brightwaters Underway and in development. Continue in 2016.  





Continued work by Vision and Strategy Committee 8 year plan developed by VSC and being adopted by Board. Ready for practical strategies in 2017   Board

V&S Committee



Use of SeeSaw to articulate goals and link to outcomes (and with a strong focus on writing clusters in 2017) Began set up and implemtation in 2016. Assess and continue to increase parent “buy in” in 2017.   Board


Offer training courses to parents in understanding outcomes and targets for improvement Early 2017 and each term as required on set topics e.g. Goal Setting/Use of SeeSaw as interactive tool for communication   Principal


Increase profile of school within the context of Early Childhood centres and preschools. School Readiness Program continued – return to Preschools yearly in May/June.

Preschools invited each term to visit Brightwaters and join in activities with whole school.

Graduation Scholarships offered to each preschool end of 2017.

Reoffer again in 2017 Term 2








Principal Time


School grounds- landscaping.


Ongoing maintenance and painting


Yes Building committee Budget
Increase access for wheelchairs and prams.

Implement disability access project funding

Complete building of access ramps and lift early 2016. Still ongoing in 2017 Building committee Budget
School tree audit – round 3 Engage professionals for tree work. Final tree removal end of term 1 2015. Completed. Yes Principal


School Tree Audit – Round 1 Engage professionals for initial tree audit for next three years.

Engage arborists for lopping – 2017



Prepare and implement new History syllabus for 2016 Beginning term 1 2016 Yes Teaching staff Time
Prepare and implement new Geography syllabus for 2016 Beginning term 1 2016 Yes Teaching staff Time
Assess and review History and Geography syllabus from 2016 Year 1 of teaching new syllabus. Review curriculum in light of integration across KLAs   Teaching Staff Time
Teachers take part in QTC Registered professional development (addressing 5.3.2 and 6.3.2 from the Australian Professional Standards for Teachers) towards maintaining Proficient Teacher Accreditation in NSW Staff participate in BOSTES program using BOSTES site. 2016

Staff undertook training in Parent Council course (25 hours)






Teaching staff Budget
Teachers take part in QTC Registered professional development (addressing 5.3.2 and 6.3.2 from the Australian Professional Standards for Teachers) towards maintaining Proficient Teacher Accreditation in NSW Undertake BOSTES online training in writing for NAPLAN   Teaching staff Budget
Build and improve teacher quality in the classroom Ongoing teaching staff maintenance of professional competence using BOSTES standards. Yes


Teaching staff Time
Launch Smaller Schools Data Collaboration group Combine with other small CSA schools and discuss data collected/means of data collection/availability of comparative data/effective implementation of data collection within small cohort.   Principal




Build and improve Principal training and equipping Principal attended Principal Retreat in 2016 and will attend in February 2017

Principal on retreat committee  – 2016/2017



Principal Budget
Build and improve Principal training and equipping Take part in mentoring with other Principals in THACCSA meetings and POSCS Yes


Principal Budget
Access AIS consultants for training in writing IEP and NCCD Take part in PD on writing IEPs and understanding NCCD in finer detail Yes


Teaching staff Budget
Implement upgraded IEPs and assess efficacy of training Throughout the year, implement, monitor and tailor IEPs in more detail Yes


Teaching Staff Time
Upgrade IEPs and review process of programming with students having IEPs in mind. Early 2017 – review programming and collaboratively design structure to identify IEP needs   Teaching Staff Time
Undertake Inclusive funding in the area of Goal setting. Draft formats and trials occurred during 2015. Further implementation throughout 2016. Review end 2016. Yes


Teaching staff Time
Draft formats and trials occurred during 2015. Further implementation throughout 2016. Review end 2017   Teaching staff Time
Monthly staff meetings to discuss effectiveness of teaching and evaluate strategies being used Regular meetings, often weekly that evaluate daily/weekly occurrences. Yes


Teaching staff Time
Twice yearly peer teaching reviews Each teaching staff member will have a mentor staff member view a lesson and give feedback on lesson and delivery   Teaching Staff Time
Design new weekly teaching format to include school-community partnerships in the areas of student driven learning Engage with students and community to g=create links that allow the students external “knowledge and skills” to be part of their learning e.g. woodwork Principal

Teaching staff

Invite other CSA small schools to join with BWCC. Inaugural STEM day held end 2016 Yes


Teaching Staff Time


Build on links and relationships to address other areas of interest in 2017   Teaching Staff Time


Mentoring Pre service teachers Partnership with Avondale College (and other local Universities) to accept and mentor preservice teachers. We had 2 throughout 2016. Yes


Teaching staff Time