Bold Park Community School - Annual Report 2023

BPCS respectfully acknowledges the Whadjuk Noongar people as the traditional owners and custodians of the land on which our school is situated. We acknowledge their ancestors, who for many thousands of years gathered on this site to live, learn and grow. We are committed to honouring the Noongar people and their heritage by building our young people’s connection to this land through the inclusion of Indigenous knowledge and perspectives.

Chairperson’s Report

As we reflect on the journey of our School over the past year, one theme stands out prominently: growth. Change is inevitable, but growth is optional. Our community has demonstrated remarkable courage in embracing change and evolving together. The Board sincerely thanks our community for this, specifically our educators and wider team who have embraced change as an opportunity, seizing every challenge as a chance to learn, improve, and evolve.

The Board dedicated much of 2023 to reviewing our School’s Strategic Initiative. The space to reflect on key achievements and future strategic goals was invigorating and inspiring but also affirmed that our goal post hasn’t changed. Our values, mission and steadfast commitment to challenging the status quo by rethinking and reimagining what a school can be remains a cornerstone of our school’s strategic intent.

Key achievements across 2023 that were only made possible by the courage to grow and ensuring we are consistently aligning with our mission, include:

• Increased enrolment numbers across both campuses allowing us to enter 2024 with the highest numbers the school has held in College and a growing waitlist.

• The Board finalised its strategic planning around our Early Learning and Care Centre and the School became an Approved Provider.

• The Board approved capital works at Maylands campus, allowing an extensive renovation of the basement to occur.

• Continued recognition of our educator’s dedication and performance.

• The School published Bolder #3, once again highlighting the breadth of quality education available at Bold Park.

The Board recognise that none of the above would have been possible without our Principal, Paul Whitehead. Paul’s performance across 2023 has once again highlighted his exceptional leadership skills, and his willingness to pursue the School’s strategic goals with courage and conviction.

In May 2023 the Board unanimously voted in favour for Paul to take consecutive long service and study leave. The Board’s confidence in the ongoing management of the school in Paul’s absence is a testament to Paul’s leadership and the comprehensive processes and strong leadership team he has developed.

I would also like to recognise our current Board members for their ongoing commitment to our community. Volunteering their time and expertise to the Board is a significant contribution and as Chair, I am incredibly grateful for the informed voices that represent our current members.

In 2023, we also saw our Chair of four years Emma Majstrovich step down. Emma led the Board through significant developments and faced the great challenges COVID presented. The Board thank Emma for her commitment and the legacy she has left. Barb Cole also stepped back from the role of Acting Chair. Barb is a passionate advocate for our School and her influence within the Board was significant. Thank you, Barb.

As we look forward, the Board seeks to continue to cultivate a community where courage is celebrated, diversity is embraced, and growth is the norm. We enter 2024 with optimism, resilience, and an ongoing commitment to excellence.

I extend my heartfelt gratitude to our dedicated staff, supportive families, and talented students for their unwavering commitment and contributions to our community. Together, we have achieved remarkable milestones, and I am confident that the future holds even greater promise.

With warm regards,

Leanne

Crawford Chair, Bold Park Community School Advisory Council

Principal’s Report

I’m thrilled each year to join in celebrating the growth, effort and contribution of your children throughout a successful year - 2023. I must express my joy in reading our students’ School Reports each semester, and it is especially gratifying to see the reflections shared by students and parents alike about their experiences at Bold Park. Your children have actively participated in a wide range of projects and embraced rich learning opportunities alongside their friends and teachers.

The strong sense of care and connection within our community is truly remarkable, which I feel is reflected once again in your feedback from our annual Family Survey. It comes as no surprise that 100% of parents agreed or strongly agreed that our staff are ‘enthusiastic, committed, and professional,’ and that ‘teachers genuinely care for my child.’ Similarly, the responses to the question ‘What is the one aspect you love most about Bold Park?’ were heartwarming, reflecting a deep appreciation for all that our School stands for and values at its heart!

It is exciting to revisit some of the milestones of our year across our Annual Report and to foreground some special moments also:

• I could not be more proud of our 2023 Year 12 Graduates; these six individuals have each excelled and persevered to achieve success through their senior years at School and jump into their next big adventure! Arley Baker, Megan Dethian, Rowan Hoy Poy, Skye Manson, Gabriel (Gabe) Morales Macedo Uculmana and Karis Sant. I sincerely congratulate the Graduating Class of 2023 and encourage you to read of their pathways trajectory outlined later in our Report.

• Significant planning, research, feasibility consultation and discussion has taken place across 2022 / 2023 with the School’s application to transition our Pre-Kindy and Kindergarten program to a fuller Early Learning Centre (Long-Care and Holiday Service) formally prepared and submitted in 2023. This was announced to our School community in Term 1, 2023. We are excited to have progressed the application and secured our Provider Approval and Service Approval in time for

Day 1 of School (2024). The work of Sue Phillips especially was formally recognised at our Community Breakfast and I also acknowledge Sue Wyatt, Nicole Hunter and Gabbi Lovelady. The finished renovation has seen an amazing transformation of the physical space and the approval and compliance requirements has been numerous.

• Our Whole School Focus around ‘Resonance’ has called for us to listen and engage differently as a community. Those who were here in 2023 will be familiar with projects represented within your own child’s classroom; these are meaningful moments that allow connection and wider reflections in our Whole School Professional Development and our Staff Retreat; a taste of which is captured in Nicole’s Pedagogista Report.

• I am pleased to be celebrating our growing College cohort which will increase from 2024 with plans for 60 students at our Maylands campus! Throughout 2023, planning for the development of the ‘Basement’ into a fully functioning classroom ready for 2024 has been a focus of attention and we look forward to showcasing a refurbished Visual Arts and Science space, early in 2024.

• The School community has actively engaged across 2023 for the development of our ‘Strategic Plan 2024-2027’ and I salute a committed Board who were willing once again to embrace the collective wisdom of our whole Leadership Team in our Blue Sky conversations. I feel the plan hits the sweet spot of maintaining the momentum of our current projects whilst embracing an ambitious and bright stride forward for our amazing School and community.

• Our School’s major events have continued to galvanise and unite our community in 2023 including our Arts Festival, International Mud Day, Christmas Party, Staff Retreat, Community Breakfast, AGM, our special ‘Evening with Maggie Dent’, Speaking Boldly conference, Human Library, Open Day, Enrolment Tours, ANZAC Ceremony, Grad-i-tude, Year 12 Graduation (Dinner Dance), Welcome Night, Pathways and Orientation Night, ELC Garden Tea, Ride-To-School Day as well as a wide range of learning area events (e.g. Transition Events, targeted Busy Bees) and class-based Parent/ Community Events.

• It was with great excitement that we were able to send nine of our educators to the Reggio Emilia (Italy) International Study Tour, in April 2023.

• Another successful Camp program was delivered across 2023 and it was wonderful to be beyond the COVID cloak.

• Thanks to Nicole we have continued to enjoy the rise of animal menagerie at Bold Park with chickens, guinea pigs, rabbits and (of course), Archie (thank you, Brooke).

• Rosa has expanded the work and offerings of our WILD Kitchen in 2023. The café is a central ‘community meeting spot’ - also grateful for Rosa and Fran’s “House” Fundraiser. It has also been an essential community service opportunity for our Middle School students and we are pleased to be expanding our kitchen service to Maylands in 2024.

• Staff Retreat was a huge success and opportunity to reflect and recharge as a whole staff team. Our Whole School Focus and our strategic priorities a focal point for our time together.

• Our Business Manager’s Report (overseen by the capacious Sue Wyatt) outlines the many significant capital and maintenance works that took place on both campuses in 2023 including:

- An entire overhaul of our Early Learning Centre and erection of new fencing

- Preparations and planning for the renovation of our College Basement

- New retractable shade sails at our Maylands Campus.

- Middle School - New Flooring, painting

- Science laboratory – increase to the usable space

- Boathouse - New Flooring, new cabinetry, lighting and painting (allowing for further use as an Art Learning environment)

- Wembley Bathroom renovations.

Whilst COVID became more of a background character in 2023 it does still have an impact and the School was ready with a balanced plan to respond to the varying contexts we sometimes encounter. The health and safety of our community has been very much at the fore in all our decisions (including our consideration of cold, influenza etc).

I would once again like to acknowledge the committed, visionary and hardworking energies of our Bold Park staff (who always give over and above) and salute the significant contribution of your Board (overseen by our Board Chairs). At the 2022 AGM (held in May 2023) we farewelled and thanked Emma Majstrovich. Emma’s dedication and positive leadership as Board Chairperson occurred over four prosperous years - thank you, Emma! I am delighted also, to have been working alongside our passionate and newly elected Chair of the Board, Leanne Crawford. I am most grateful for her care, consideration and shared vision for a positive future at Bold Park, thank you to these two amazing women and our entire School Board who contribute in so many invisible ways!

I also thank our Parent Class Coordinators, partnered parents and volunteers. But MOST of all, the ongoing work and success of your children and young adults across another bright year at Bold Park Community School.

‘Keeping the light alive in children’s eyes’

Paul Whitehead Principal

Pedagogista’s Report

In 2023, we reflected on the essential, distinctive, and enduring features of our identity using the concept of resonance. The phenomenon of resonance was used as a metaphor to ensure that our inputs (such as materials, pedagogies, language, learning environments and strategies) resonate with our identity, to amplify the output that is the quality and trajectory of children’s experience at Bold Park.

To support this, our staff had two exceptional professional development opportunities in 2023 which I would like to highlight. These experiences were the International Study Tour to Reggio Emilia and our two-day Staff Retreat.

In April 2023, nine staff members went on a five-day study tour to visit infant-toddler centres and preSchools in Reggio Emilia. They immersed themselves in the Reggio Approach, attending presentations, going on tours of Schools, discussing with educators from all around the world, and participating in creative workshops. Our School provided co-funding to make it possible for them to attend, and they were extremely grateful for this support.

After returning from the trip, each had a much deeper understanding of the Reggio principles, which will have a lasting impact on our School’s approach. They shared their knowledge and experience with their

colleagues, delivering an engaging and interactive presentation to all staff at the end of Term 2 that was very inspiring.

In May, all staff attended a two-day retreat, which was an important opportunity to explore the concept of finding resonance more fully. We were fortunate to have Jen Buchanan; a professional coach, creative consultant and inspiring progressive educator as our resident guest. During the retreat, Jen shared her experiences as an educator in progressive Schools around the world and presented inspiring workshops. Staff also engaged in creative arts experiences and physical challenges. At the conclusion of the retreat, Dr Helen Street gave a thought-provoking presentation challenging our understanding of resilience and emphasising the importance of a nuanced approach that considers individual differences, contexts, and coping strategies.

Staff retreat occurs every two years and is an incredible professional and personal development experience that involves ALL our staff. The mixture of activities and the premise of learning through play is reflective of who we are and enriches social connections across our organisation. We are grateful to the Board and our families for the support provided in order for this event to occur.

Throughout the year, our students had numerous enriching experiences and projects - too many to list here! However, I would like to highlight two special projects that beautifully illustrate the concept of finding resonance in our practice. These are the Creatures project and the Camouflage project.

Renata Biancardi, our visual arts specialist, works across both our campuses. When working with the Pre-Primary students (The Rainbow Dots) early in the year, she helped them to draw representations of imaginary ‘underground rainbow hunting’ Creatures. In addition, Renata was also leading the Cert II Visual Arts class with the College (Year 10-12) students. A requirement of the Certificate is for students to engage with a client. Being committed to creating authentic experiences, Renata saw an opportunity to bring these two groups together with the Rainbow Dots becoming the clients of the Certificate students, who would take on the task of bringing the children’s rainbow-hunting creatures to life. This beautiful project connected students across the campus, including visits from the Pre-Primary clients to Maylands, to see the designers’ progress.

The Year 3/4 Camouflage project is a tremendous example of how it is possible to develop a project that resonates with children’s play in a primary school setting. It began with the educators’ thoughtful reflection on the children’s repeated games of hide and seek in the Wildspace. This led to a lengthy project to develop purposedesigned Camouflage cloaks to enable the children to merge in with the landscape; ‘amplifying’ their game.

The project had many layers of learning experiences that the children were engaged with. They carefully observed natural

colours and textures - using only found materials from the Wildspace. They also learned the value of “scrounging” to find what they need locally. They learned from their mistakes, experimented with materials, persisted, and were delighted by their final resulting cloak. The project highlights how the outdoors and Wildspace can provide a launching platform for hands-on and meaningful learning for various subject areas across the curriculums, in this case particularly those of HASS and Science.

As I reflect on the multiple stories from across the School that could be shared, it is affirming to know that what we do, really does reflect, what we say we will do. To me, the projects are tangible demonstrations of our practices. For instance, Year 5/6 (Guardians) organising a child-led conference Speaking BOLDly where children presented and developed local initiatives towards the United Nations Sustainability Goals. The remarkable Human Library event, organised by our Year 9s & 10s. Or the Year 1/2 (Puzzle People) Market Stall, selling their handmade goods that raised $600, which they donated to Kanyana Wildlife Rehabilitation Centre.

These projects, among many others, reflect our continued commitment to children’s initiatives, play and voice. They reflect our emphasis on quality learning and social relationships. They demonstrate the strength of our pedagogy in the arts and nature and our desire to connect with the places that surround us and contribute positively to the world, all of which are at the heart of our identity.

Nicole Hunter Pedagogista

Business Manager’s Report

The School consistently communicates its financial and operational status to the Board and Principal, enabling them to grasp governance-related financial risks and enact suitable risk management strategies. Our primary objective is to continually generate sufficient operating surpluses, which are allocated towards debt servicing, reinvestment, and bolstering cash reserves.

We are committed to promptly recognising and responding to evolving circumstances. Engaging in financial benchmarking with other independent schools underscores our commitment to prudent financial stewardship, ensuring optimal resource allocation to support the educational needs of our students. Our unwavering focus remains on placing ‘children at the centre’ of all our endeavours.

During the year, capital investment was made in the following strategically, targeted areas:

WEMBLEY CAMPUS

• Early Learning Centre for 2024 launch

- New safety glass to all windows

- Removal of old lighting, fans and tiles

- Painting throughout

- New vinyl flooring throughout all classrooms, waiting room, reception, staffroom, toilet (UAT), meeting room/ offices

- New window winders and doors

- Establishment of laundry (washing machine & dryer) and nappy changing facility

- New fencing to comply with Provider and Service Approval (ECRU)

- New lighting throughout

- New staff kitchen and toilet installed

- Upgraded electrical works in all areas including A/C systems, power point modifications (where needed) and data points

- Landscaping and minor modifications to entrance to ELC

- Concrete paving painted – entry to ELC and Wildspace

- New furniture ordered

• Sliding door installation Room 7 (Year 1/2B 2023)

• Painting in the following areas

- Various classrooms in Primary, Middle School and College as per maintenance schedule/as required

• Website upgrade for 2024 launch

• Air conditioner replacements where required

• Additional outdoor furniture

• Air purifiers

MAYLANDS CAMPUS

• Basement Renovation for 2024 launch

- Enlarge window to achieve Council Compliance and ensure enough natural light transmission

- Seal floors and internal demolition to create more teaching space

- Create new staircases internally

- New lift installed for accessibility purposes

- Storage space renovated

- New lighting

- Painting throughout

• New furniture and chairs as required

• Additional outdoor furniture

• Shade Runner installed between Church and Manse/Glasshouse building to provide more shade for College students and staff in hotter months (designed to be retracted for colder months)

• Air purifiers

HOW IS THE SCHOOL FUNDED?

Bold Park Community School (BPCS) aims to secure funding from both private sources and the government. Our programs are strategically developed and financed to highlight the transformative value of a BPCS education, fostering the growth of self-confident, self-aware, and socially responsible citizens.

2023 BPCS INCOME BREAKDOWN BY SOURCE

52% GRANT INCOME

44% FEE INCOME 4%

OPERATING RESULT

BPCS recorded an operating profit of $135,728 for the 2023 School calendar year - January to December 2023. In 2023, the key budget parameters were achieved, and the profit was better than projected

for 2023 (originally a profit of $55,259 had been predicted). The financial position remains sound with an increase in student numbers between 2022 and 2023 of approximately 7%; the Earnings before Interest, Depreciation and Amortisation was 8% which was better than expected at year end.

As at 31 December 2023, our net assets stood at $4,750,081 (up from $4,614,318 in 2022). The primary reason for this notable rise was substantial capital investment in our Early Learning Centre (Wembley) and the Basement project (Maylands), driven by the anticipation of a substantial increase in student enrollment numbers in 2024. These project endeavours continued throughout the school holidays of 2023/24.

Other income is made up of funds received by workshops, book sales, professional tours, fundraising, excursions/incursions, school trips/camps, interest, uniform sales, facility hire and administration charges.

Operating income was $7,065,116 in the period compared to $6,581,676 in 2022 increasing by approximately 7%.

Operating Expenditure was $6,929,353 in the period compared to $5,999,594 in 2022, increasing by approximately 15%. This was due to increases for all expenditure across the board mainly due to inflation, an increase in administrative expenses surrounding establishment of Early Learning Centre/Basement Project for 2024 and insurance premiums, and an increase in salaries and employee benefits in 2023.

2023 BPCS COST BREAKDOWN

RENT AND MAINTENANCE 5% OTHER

13%

ADMINISTRATION 8%

74%

TEACHING AND STUDENT

TEACHING AND STUDENT EXPENSES

Include departmental spending in all areas of the school (Early Childhood, Primary, and Middle School and College): teaching salaries, superannuation, relief teachers, professional development, information technology, supplies such as textbooks, stationery, and subscriptions.

ADMINISTRATION EXPENSES

Include advertising, marketing, bank fees, newspapers, magazines, postage, security, insurance, motor vehicle expenses, office supplies, printing, depreciation, information technology and communications.

RENT AND MAINTENANCE

Include cleaning, ground maintenance, general maintenance, rubbish removal, rent, utilities and rates.

OTHER EXPENSES

Include workshops, book purchases, tours, fundraising, uniform purchases, interest, excursion/ incursions and school trips/camps.

Sue Wyatt Business Manager

School Performance Indicators

WORKFORCE COMPOSITION

STAFF QUALIFICATIONS

Elana Kate Allen

Bachelor of Arts (Hons) Textiles, Fashion and Education

Lei Baker

Bachelor of Business (Management) Graduate Diploma Applied Corporate Governance

Renata Biancardi Degree of Teacher of Arts Education (Australian Associates Degree equivalent)

Frances Burgess Certificate IV Marketing. Diploma in Leadership and Management

Chloe Campbell Bachelor of Education (Early Childhood)

Rachel Cann Bachelor of Education (Early Childhood)

Sarah Carter Certificate IV Education Support

Mitchell Clover Advanced Diploma of Graphic Design

Michelle Colin-Thome Bachelor of Economics

Judy Craig Higher National Certificate in Accounting (UK)

Carrie Crockart Graduate Diploma in Education (Secondary) Bachelor of Economics

Stuart Crockart Certificate IV in Maintenance Engineering

Helen Dowey Bachelor of Education (Early Childhood)

Lee Drinkald Bachelor of Education (Secondary) Music and Drama – Studying 2023 Certificate IV Education Support

Mira Dragicevic Certificate III Children Studies

Alicia Ellery

Bachelor of Commerce (Accounting and Marketing)

Magdalena Evans Bachelor of Education (English)

Mairead Furlong Master of Teaching (Primary) Bachelor of Arts

Rhys George Bachelor of Education

Graduate Diploma in Music Technology Masters in Education

Kiah Hamersley-Rule

Bachelor of Arts (Communications)

Graduate Diploma in Education (Primary) Graduate Certificate (Early Childhood)

Mizuho Hara Diploma in Teaching English to Speakers of Other Languages Advanced Certificate in Training and Assessment

Rory Henderson Certificate IV (Training and Assessment)

Patricia Hilton Early Childhood Education Diploma Special Education Assistant Diploma

Jarryd Horsley Bachelor of Education

Julia Hughes Graduate Diploma in Education (Primary)

Bachelor of Philosophy / Religion Certificate of Museum Studies

Alister Humphreys Bachelor of Engineering (Mechanical)

Nicole Hunter Bachelor of Science

Graduate Diploma in Education (Science)

Graduate Diploma in Education (Early Childhood) Master of Education

Holly James Bachelor of Education (Primary)

Liam Jones

Bachelor of Education (Primary) Studying 2023

Certificate III in Education Support Advanced Diploma of Photography

Ella Keneally

Bachelor of Arts (Psychology) Graduate Diploma in Counselling Graduate Diploma in Education

Felicity Kinsella

Bachelor of Education (Physical Education) Diploma of Teaching

Matthew Lambe Bachelor of Education (Primary)

Massimiliano Loik

Master of Teaching (Primary) Bachelor of Arts (Fine Arts)

Gabrielle Lovelady Diploma of Education (Early Childhood)

Jenna Nygaard Bachelor of Health Sciences Master of Teaching

Ashleigh Pargin

Bachelor of Education (Primary School)

Rachael Palmer

Association of Accounting Technicians (UK) Organisational Management and Information Systems

Matthew Passmore

Certificate IV Film and Television Advanced Diploma in Screen Audio

Susanne Phillips

Bachelor of Education (Early Childhood and Primary)

Post Graduate Certificate (International Schools) Master of Education

Post Graduate Certificate (Educational Leadership)

Sarah Polson-Brown Bachelor of Education (Early Childhood and Primary)

Laura Pickford

Bachelor of Arts (Hons) Textiles

BTEC National Diploma in Art and Design

Amy Pointon

Bachelor of Arts (Honours) Children and Playwork

BTEC National Diploma Children’s Care, Learning and Development

Shannon Puig

Bachelor of Education (Primary) Studying 2023

Certificate IV Music Performance

Malora Rosario

Bachelor of Science (Forensics)

Graduate Diploma (Forensic Science)

Graduate Diploma (Secondary Education)

Andrew Ryall

Bachelor of Arts (Primary Education)

Heather Sanders

Bachelor of Science (Psychology) Graduate Certificate in Education (Primary)

Jonathan Siow

Graduate Diploma (Secondary Education) Bachelor of Commerce Advanced Diploma (Commerce)

Rosa Speranza Master of Education

Catholic Institute Diploma in religious Education

Master of Arts

Graduate Diploma in Education

Bachelor of Arts

Brooke Turner

Bachelor of Education (Early Childhood and Primary)

Denise Vasquez-Caceres

Bachelor of Education (Secondary Arts)

Master of Arts Therapy

Timothy Vidler

Bachelor of Arts (Industrial Design)

Graduate Diploma in Education (Middle Years)

Certificate IV (Training and Assessment)

Caitlin Walker

Certificate III Education Support

Paul Whitehead

Master of Education (Educational Leadership)

Bachelor of Education (English/Drama)

Certificate IV (Training and Assessment)

TOTAL WORKFORCE COMPOSITION

STUDENT ATTENDANCE

The average student attendance statistics for 2023 demonstrate that students across compulsory schooling (Pre-Primary to Year 12) were in attendance for 83.92% of school days. This takes into account some disruption to attendance due to the impact of COVID-19 on the school, and some students utilising modified attendance agreements on a short-term basis to assist with individual needs.

NON-ATTENDANCE MANAGEMENT

Following a student being recorded absent from school without explanation, student whereabouts is verified by sms/phone calls to parents/ guardians requesting an explanation for the absence. All responses are recorded in the attendance management system SchoolPRO.

If non-attendance is ongoing with a student, the Class Teacher in consultation with the Team Leader and Wellbeing Staff and/ or Principal works with the family, in some cases with the implementation of a management plan.

Sarah Wickham

Doctor of Philosophy

Master of Education

Bachelor of Animal Science

Sue Wyatt

Masters of Education (Professional Studies)

Bachelor of Business (Accounting)

Graduate Diploma in Education

Tomoko Yamashita

Certificate III (Children’s Services)

Tetyana Yarmysh

Bachelor of Arts

Renee Yonge

Master of Education

Bachelor of Arts (Communication Media)

Graduate Diploma of Education (Primary)

Graduate Certificate in Mental Health

NAPLAN

The NAPLAN tests were administered in May 2023 and the results were distributed to individual parents in Term 3, 2023. NAPLAN results are reported to parents using measurement scales for each of the assessment areas of numeracy, reading, writing, spelling, grammar and punctuation (these last 2 together called conventions of language).

The NAPLAN has moved from a paper test to an online test in 2022 to provide more accurate and precise information about what students know and can do.

There was a significant change in how the NAPLAN is reported as student achievement in NAPLAN is now reported using proficiency standards for each assessment area at each year level. The standards are set at a challenging but reasonable expectation of what students know and can do at the time of testing.

There are 4 proficiency levels:

Exceeding: the student’s result exceeds expectations at the time of testing.

Strong: the student’s result meets challenging but reasonable expectations at the time of testing.

Developing: the student’s result indicates that they are working towards expectations at the time of testing.

Needs additional support: the student’s result indicates that they are not achieving the learning outcomes that are expected at the time of testing. They are likely to need additional support to progress satisfactorily.

A total of 40 students at Bold Park Community School participated in the NAPLAN testing, meaning they took at least one of the tests, comprising of:

• Year 3 – 13 students

• Year 5 – 7 students

• Year 7 – 4 students

• Year 9 – 16 students

The numbers taking the NAPLAN tests at Bold Park Community School are very small so the statistical data presented must be considered within this context (especially when being compared with National or Larger School cohorts). The School is very pleased with the results and especially the individual efforts of each student. The results do not provide the journey individual students have been on in order to achieve their personal results.

It is in this context, that Bold Park staff analyse the data in a ‘micro’ sense, we examine individual results within the wider context, developing and continuing growth within areas of strengths and more specifically to address areas of concern. Many areas shown as requiring some attention, are already identified and given attention prior to receiving the NAPLAN results as there is a delay of at least three months from when students sit the test until the school receives any feedback/results.

The School utilises other testing and diagnostic tools that assist us in assessing student performance. These tools provide us with more immediate feedback for our educators such as ‘Essential Assessment’ Testing Tools. It should also be noted that all students flagged as requiring additional support or developing are engaged in support programs with their teachers/support teams. Specific information about the NAPLAN is available at the ‘MySchool’ website at: https://myschool.edu.au/

Paul Whitehead Principal

*Parents do have the opportunity to withdraw their children from the NAPLAN testing; however, some parents opted to withdraw students from ‘specific individual tests’ resulting in different total numbers for each test within a year group.

College

There were 6 graduating Year 12 students for 2023: Arley Baker, Megan Dethian, Rowan Hoy Poy, Skye Manson, Gabriel (Gabe) Morales Macedo Uculmana and Karis Sant.

SENIOR SECONDARY OUTCOMES

• All of our 2023 graduates have gone on to pursue their passions and interests in various areas of work and study.

• All 6 of the Year 12 students achieved their West Australian Certificate of Education (WACE).

• 4 out of 6 Year 12 students achieved a Certificate IV in Design, providing them with a direct pathway to University.

• 5 out of 6 Year 12 students graduated with a Certificate II in Visual Arts from Year 10.

• 1 Year 12 student completed an external Certificate II in Community Services.

• 4 Year 12 Students graduated with the Duke of Edinburgh’s International Award (Bronze).

2023 Year 12 Leavers Destinations:

• 2 went directly to University

• 4 went to further TAFE studies

SENIOR SECONDARY PROGRAMS AND OFFERINGS IN 2023

Bold Park Community School is committed to offering our College students (Years 10–12) a range of diverse educational, vocational and extracurricular experiences to assist and equip them in their confident transition to post secondary schooling.

In shaping the College learning package each year we are committed to:

• Ensuring that students may successfully achieve University entrance through courses offered via multiple means of entry.

• Ensuring that all graduation (WACE) requirements are able to be achieved through course structures at Bold Park Community School.

• Selecting courses based on the abilities and interests of the students in the College population.

• Offering additional specialist courses with our strategic educational partners.

• Formally recognising student’s efforts through Endorsed Program Accreditation.

• Support of workplace learning opportunities where appropriate to ready students for future workplaces.

• Developing partnerships with TAFE and RTOs in order to offer Nationally Accredited Certificate programs. We are currently offering CUA40715 Certificate IV in Design, and CUA20720 Certificate II in Visual Arts.

• Seeking authentic partnerships with businesses, universities, community organisations, and mentors.

• Working closely with the School Curriculum and Standards Authority (SCSA).

• Offering the Duke of Edinburgh’s International Award at BPCS for students aged 14 and above.

In brief, we continue to develop a program alongside students and families which incorporates; WACE courses, Endorsed Programs, in-house Nationally Accredited Certificate (VET) Courses, other TAFE courses (external), Distance Education (SIDE) opportunities for ATAR subjects and work placements. All of these are outlined in the College Handbook alongside the requirements for achieving Year 12 WACE graduation as well as career and study pathways beyond secondary schooling.

While subject offerings may change from year to year based on individual needs and changing post school pathways options, in 2023 we offered the following courses:

• WACE English (General)

• WACE English (Foundation)

• WACE Mathematics Essential (General)

• WACE Mathematics (Foundation)

• WACE Media Production and Analysis (General)

• WACE Integrated Science (General)

• WACE Health Studies (General)

• ATAR courses available externally online through the School of Isolated and Distance Education (SIDE)

• CUA40715 Certificate IV in Design

• CUA20720 Certificate II in Visual Arts

• The Duke of Edinburgh’s International Award

• VET in schools (by application)

• School based Apprenticeships and Traineeships (by application)

• External VET and work experience (by application) Other highlights form 2023 include:

• Outta Boundz activities included Surfing, baking (on campus) and Pickleball (at the RISE), Ballet sessions with the WA Ballet, and in Term 4, engagement in the Human Library project with Year 9 transitioning students, sewing, and circus skills!

• Camp: A 5 day adventure at Camp Quaranup in Albany.

• A hugely successful annual Pathways night.

• Co-hosting the Human Library project led by Malora with year 9 and 10.

• Cert IV Design students worked with School elder Neville Collard to develop an entrance statement /acknowledgement of Country to be installed in 2024.

• Hosting a Japanese exchange student for 3 weeks.

Tim Vidler College Team Leader

OLNA

At the end of 2023 our College students have achieved the following result Categories in their OLNA:

Category 1 (unlikely to achieve OLNA)

Category 2 (Not yet demonstrated the standard, but expected to)

Category 3 (standard achieved)

Category 4 (did not sit)

Middle School

In 2023, we maintained our student numbers after supporting 15 students in their transition to College at the Maylands campus, finishing the year strong at 41 students. I am very grateful to the team of highly experienced teachers who provide authentic learning experiences for our students. Here are a few highlights from 2023.

With a focus on Space, Middle School students embarked on an overnight excursion to the Gingin Observatory (Gravity Discover Centre) early on in the year, which helped them prepare for a longer camp towards the end of Term 3. The students also formed a student parliament with the aim to discuss all the major issues from sourcing a vending machine to new school uniforms. We also adopted two axolotls halfway through the year- George and Harry. Following on from a very successful “Dining with Death” restaurant experience in 2022, students organised a sensory food experience “Dining in the Dark” for the 2023 Arts Festival. They prepared the food and served it in a beautiful fine dining style. In the second half of the year, the Year 9 students transitioned over to the Maylands campus by visiting on Wednesdays, while collaborating with the Year 10 students on

the Human Library project. This helped them develop vital connections with new faces, and spaces at their new campus.

In 2023, the Middle School Outta Boundz program included activities such as sailing (which was very popular), skateboarding, ClayMake, Kung Fu, sewing and circus skills. Term 3 also included our camp to Swan Valley Adventure Centre which was three nights/four days including various team building, adventure and endurance activities.

Medieval Day in December was a special way to celebrate the year and farewell our Year 9 students.

Malora Rosario Middle School Team Leader

Primary School

Highlights and celebrations for 2022-2023 in the Primary School include many deliberate and serendipitous moments. Some of these moments have been in Dr Sarah’s STEM workshops where students worked with Lego Mindstorm EV3 to build and program robots and then enthusiastically participate in the 2023 RoboCup Junior WA State Event in Bull Creek.

Primary students have continued to benefit from their time with Kobi Morrison, Artist in Residence, working with many classes to sing and write songs and be part of our engagement with Noongar culture. He has helped guide us in respectfully entwining the celebration and understanding of Noongar language and culture into our classrooms.

Our projects are learning moments that are both engaging and essential elements of our School. Our students have developed their skills and understanding through the following projects: Underground Worlds, ClayMake, Useless Objects, Camouflage, Peaceful Patch & Mosaics, Fungi Book, Treehouse Rooms, Community Cooking, Speaking BOLDly Conference and Little Big Things.

Incursions, excursions and camps are deliberate parts of our School’s placebased education programs, and in the primary school, students have experienced excursions such as Barking Gecko (The Snow), Kings Park ‘Living Wetlands’ and Kanyana wildlife. Incursions have been wide and varied including Aska Comic Book Creations, Greg Nannup Indigenous Storytelling, REmida, Mushroom expert, Yirra Yaakin and Deb Abela author visit. Year 3/4 and 5/6 camps ranged from school sleepovers to leadership on Rottnest Island.

Each year we develop our teaching practice in areas that staff and leadership identify as shared improvement goals. Over 2022-2023 we have had professional development sessions with David Dunstan from AISWA Math PD Workshops and iThrive Occupational Therapist Hayley Huxtable. Three of our Educators had the

opportunity to go to Reggio and shared this knowledge and experience with our team. We have continued to embed in practice Lyn Stone’s Spelling for Life, a book which guides our English learning. We moderate the assessment of our students’ writing samples twice yearly. During our Primary Area professional development sessions, we allocate time for our staff experts to share their individual talents and any training they have had the opportunity to participate in, including Essential Assessments – an online learning and tracking tool.

With our environment playing a key role in our programs and pedagogy, the newly developed covered area is well-used across the community (both parents and students). The mud-pie kitchen’s new location has been welcomed by the students and is more consistently a play-destination of choice. New classroom tables, new veranda tables and seating has provided variety for learning, eating and socialising. The classrooms are refreshed and painted regularly. The undercover area is valued and utilised well for after-school sports and new equipment is a hit during break-time play.

Future plans for environment and resourcing include:

• soundproofing for room 10

• a wind/rain break for the outdoor covered space between the 3/4 rooms

• colourbond roof area between rooms 5, 6 & 7 (Y PP/1/2 rooms) to develop spaces for learning, eating and sensory re-regulation for the students of these rooms with doors for access to these spaces from the classrooms

• updating older chairs and desks to the new style in Year 1 and 2 rooms.

We are working on increasing time/days for student gap catchup with intervention educators and also are continuing to resource math material kits for Paul Swan’s learning through games.

We value our communication and reporting to families. Of note are our termly parent afternoons/evenings, yearly transitioning to new areas of the school sessions, termly intervention student growth emails from the IE team, Student Learning Action Plan

meetings and updated actions emails. Our staff are available for quick messages at drop off and pick up, and the outdoor whiteboards both introduce and recap the school day for families.

Our staff lead a pastoral care team approach and support students in following Mutual Respect and developing shared Classroom Agreements. We use the Keeping Safe Child Protection Curriculum, Health Curriculum and the Zones of Regulation Program to develop student skills and understandings of their own and others’ well-being needs and the benefits of working towards balance and regulation. These are some of the elements we intentionally use in creating a learning culture and connected community.

Felicity Kinsella Primary Team Leader

Early Childhood

2023 was a very exciting year for Early Childhood as we began to physically manifest our transition to becoming an Early Learning Centre.

As the changes took place around us, it was business as usual for our Pre-Kindy, Kindy and Pre-Primary programs and events.

Our annual Garden Tea took place on a glorious day in May, with parents, carers, and grandparents joining us for the afternoon. In addition to Farmer Nigel’s animals, we were excited to have live music performances from our talented Arts Specialists, Lee and Kobi. Another popular attraction was the ‘Apple Slinky’ stand where volunteers from Middle School created healthy snacks for the children.

At the Busy Bee in June, a very efficient EC crew did a wonderful job sprucing up the area around the Fire Pit and Mud Slide in preparation for Mud Day. It was great to see people from different areas of the school enjoying the opportunity to meet and chat as they worked. The Mud Day participation of our EC children and families was possibly the best we have had. It was lovely seeing so many muddy and happy faces, both young and old!

The Arts Festival in September gave the children and teaching teams the opportunity to showcase their work. EC families enjoyed the magic of seeing the school all lit up in the evening while they visited the displays.

Wonderful, integrated learning projects evolved over the course of the year, each one echoing the whole school focus of Resonance in its own unique way. Showing how the love of a great story book can resonate with a whole class, the Pre-Kindy 1 children became immersed in ‘Tom and the Island of Dinosaurs’ and enthusiastically embraced the medium of papier mâché to build dinosaurs, a volcano, and a hot air balloon to create a large diorama which all came together for the Arts Festival.

Inspired by the classroom role-play area, which was set up as a dog refuge and veterinary centre, the children of Pre-Kindy 2 became curious about real life rescue dogs. This interest was extended by the teaching team into an exploration of empathy and kindness. A project then evolved to raise funds for charity by selling biscuits for dogs,

baked by the children, and sets of greeting cards with images printed from their gorgeous paintings of dogs.

The Kindergarten teaching teams noticed a strong interest from the children in sorting the recycling materials in the Make-It area and this led to a focus on recycling and sustainability. The children became skilled in distinguishing the categories of recyclables and this provided an authentic way to be helpful and have their influence resonate at school and home. Both classes enjoyed a successful and inspiring excursion to City Farm in Perth.

The Pre-Primary students and the Year 10 students connected through Renata, our Visual Art Specialist, and it demonstrated how well a project could resonate across two quite different cohorts. For this collaboration, the children drew imagined creatures and sent their design to the older students, who then used textiles to bring this creature to life in the form of a 3D soft toy. A wonderful part of the project was the PrePrimary excursion to the Maylands campus where designers and creators were able to meet. Another project for Pre-Primary class culminated in the publishing of a book on kindness.

Gabbi Lovelady Lead Educator

AN EVOLVING ELC

BOLD PARK COMMUNITY SCHOOL EARLY LEARNING CENTRE

We are delighted to open the freshly renovated Early Learning Centre on time, as planned for 2023. The completed work has been extensive with a full internal renovation. We were thrilled to inform our Early Childhood families and staff, that as of January 2024 we have successfully secured our Service Approval with ‘full permission’ to operate our Early Learning Centre with wrap-around care and holiday program service for our 3 and 4 year-olds!

The opening of the new Bold Park Community School Early Learning Centre has been a wonderful success. The reimagined renovations to the Centre have given the children, their families and the ELC educators even greater opportunities with the extended hours of care, extra staffing and high-quality educational resources. We have always had a proud history of growth and evolution and we are constantly reimagining what education can be.

Our children’s happiness, confidence and bountiful energy is a testament to our vision and aspirations within the renovation’s planning, process and completion. The licensing of before and after school hours care in a dedicated space has enabled us to continue to offer our world class educational

program, retain continuity of care with our highly skilled educators and include new staff members within our expansive and light filled classrooms.

The surrounding and adjacent spaces to the Early Learning Centre such as the Wildspace and Kitchen Garden are still able to be accessed and utilised weekly as approved ‘regular outings’ further enriching the experiences of the children’s learning and social and emotional growth.

We have been informed by Services Australia that our CCS Application is currently under review and has progressed to an allocated approvals officer. Once approved, ELC parents eligible for the CCS will be able to receive their rebates.

Although we wait in anticipation for our first upcoming unannounced compliance check, we are thrilled with what we have been able to achieve and offer to our amazing Bold Park Community School families.

Sue Phillips Early Childhood Team Leader

Marketing & Communications

MARKETING AND COMMUNICATIONS

STRATEGIC RADIO CAMPAIGNS

Our Nova Radio and RTR FM campaigns significantly boosted visibility and community engagement.

VISUAL BRANDING TRIUMPHS

School bus branding and the upcoming website launch showcase our modern and approachable imagery/design elements

PHOTOGRAPHIC

INNOVATION

Collaborating with Jack + Purdy for School Photo Day resulted in portraits reflecting each student’s unique character.

COMMUNITY ENGAGEMENT

THE WILD CAFÉ GATHERINGS

We have consistently invited new families to join us for a welcome coffee at The Wild Café, fostering a sense of community and belonging. Parent class coordinators have organised catch-ups after school drop-off which have become a staple, strengthening the bonds between families.

EVENT HIGHLIGHTS

OPEN DAY RENAISSANCE

Our Open Day, re-envisioned with a market fair twist, fueled by enthusiastic parent volunteers, created a memorable experience for new families looking at BPCS as a prospective school.

VALUING CHILDREN INITIATIVE

The launch of this initiative, coupled with the child-led Speaking BOLDly Conference, has empowered our students and placed their voices at the forefront of our community dialogue.

HUMAN LIBRARY EVENT

Our support for the Human Library event at the Maylands campus has been a celebration of diversity and storytelling, enriching the cultural fabric of our school.

MAGGIE DENT EVENT

We had the privilege of hosting the renowned Maggie Dent. The event was marked by a sell-out crowd in the Telethon Institute Auditorium, extending beyond our School community. Brilliant exposure for our unique educational program, resonating with attendees and the broader community. Post-event, a warm atmosphere with canapés and beverages fostered connections among staff, existing families, and potential new community members. This event strengthened bonds within BPCS, showcasing our commitment to educational excellence.

2023 AND BEYOND

Each initiative, from social media campaigns to in-person events, has woven a richer narrative for our School, one that we are eager to continue in the years to come. As we reflect on these successes, we are filled with anticipation for the future, confident that our School will continue to thrive as a leader in innovative education and community involvement.

Fran Burgess

Community Celebration

Having faced the many challenges of COVID-19, it was a real joy to see our community come together once again with such vigor in 2023. The annual Welcome Night provided families with a chance to come together to receive a warm welcome, set the tone for the upcoming school year, and learn about what was in store for them.

Throughout the year, we were thrilled to offer an exciting lineup of annual major events such as the Arts Festival, Community Breakfast, Mud Day, AGM Event (with student Creche provided), Grad-i-tude, Early Years Garden Party, Pathways Expo, Year 12 Graduation Dinner Dance, and the muchloved Community Christmas Party. These events provided opportunities for everyone to connect, relax, and have fun.

We were delighted to welcome visitors back to our campus with the return of our Enrolment Tours, Open Day Market, and ANZAC Day celebrations, which allowed the wider community to visit and learn more about BPCS. Additionally, we introduced Professional Educator Tours for interested and prospective teachers to showcase the unique culture and curriculum offered at our school.

2023 saw us introduce several special events, like Festa Junina, the Human Library, Carnavale, and Maggie Dent’s talk

on Exploring Children’s Anxiety. These events provided a range of opportunities for learning and entertainment, while also bringing our community closer together.

Our smaller, keystone events continued to be essential to the fabric of our BPCS community. These events included the Parent Class Coordinator Briefings, Class Busy Bees, Class-Based Parent Nights and Parent Interviews, Orientation Day, Enrolment Tours (open to existing parents), the ‘Outta Boundz’ program offered to Middle School and College students, Multiple Sleepovers and Camps offered from Primary to College, the BPCS Disco, and Book Week. In addition, our students were able to participate in a range of incursions and excursions throughout the year, which allowed them to develop their social skills, independence, and curiosity.

We feel fortunate to have created a safe and welcoming environment for our families, staff, and professionals to come together once again after the difficulties of COVID-19, and we want to extend a heartfelt thanks to everyone who helped make these events possible. These events brought us closer together, sparked laughter, fostered new friendships and fostered a strong sense of community spirit that makes BPCS such a special place.

ARTS PROGRAM OVERVIEW

EMBRACING RESONANCE:

A CELEBRATION OF COLLABORATION AND CREATIVITY

This year, our Arts Festival, named (((RESONANCE))), stood as a testament to the harmonious synergy that defines Bold Park Community School. In an evening that resonated with the collective frequencies of creativity, collaboration, and community, we witnessed the embodiment of our educational ethos: where learning is the joyous exploration of our creative potentials. Highlights of the night included:

• Performances by the Ukulele Club and the Primary Choir, debuting songs written by the children – ‘Songs of Resonance’ and ‘SDG’s Song’ for the Speaking BOLDly conference.

• A performance of the Year 3/4 written musical production, Zodjiponkitonk, showcasing the students’ set, props, and audio-visual designs.

• The ‘Dining in the Dark’ pop-up restaurant experience, inviting patrons through the culinary curriculum.

• A rich cross-campus collaboration between the Certificate II in Visual Arts and PrePrimary to create plush toys.

• A Short Film Festival showcasing studentmade films.

• The Camouflage Natural Dye interactive exhibit and Chameleon Dragon.

• An interactive sculpture for Zen Bear and the Tree of Kindness.

• Middle School’s student-made Eco Instruments featured in a collaborative song and music video.

• Early Childhood projects including Tom and the Island of Dinosaurs, Rainbow Fires, Hermit Crab models, whole-body portraits.

• A screen-printing workshop printing festival totes, with the Certificate IV T-shirt prototypes on display.

• Middle School mixed media installations, including giant origami, a resonance wall, BPCS animal wheatpastes, and cardboard animal sculptures.

• A range of integrated arts and subject projects, including disaster housing design, picture books for older readers, inner child voices, Carnivale masks, Human Library readings, 3D maps, piano maps, silent disco DJs, live student drawing, among others.

TERM 4 MODEL CHANGE

An ambitious change for the Arts program aimed to enhance the traditional Term 4 program for Year 3 through to Year 9 skills sessions. Educators were invited to create projects that blended characteristics of the school’s other existing programs, like our embedded afternoons, Outtaboundz, and artist-in-residence. Based on student and staff feedback, it successfully embraced the collective curiosities of our staff and students. The community would have seen traces in the community through circus performances, AI exploration exhibitions, plane prototypes, costume designs, visual art, student vs staff basketball games, among other experiences.

SPOTLIGHT ON SPECIALISTS AND STAFF

Our 2023 specialists, Renata (Visual Arts), Denise (Movement), Rosa (Culinary), Lee (Music), Max (Design), and Matt (Media), showed exceptional dedication, blending artistic prowess with a deep commitment to our students’ growth. This was further supported by our Artist in Residence, Kobi Morrison, who ran projects alongside our talented classroom educators. Their work aims to immerse students in skill development while engaging them in integrated authentic projects.

HUMAN LIBRARY

In September, the Year 9 and 10 students transformed the Maylands campus into a Human Library®. Unlike traditional libraries, our library transcended the boundaries of ink and paper and instead, it contained rich narratives of diverse storytellers, each embodying a unique volume of life experiences.

The Human Library® is a global organisation, with events running all over the world, however ours is the only Library in Perth. The students curated this night with so much love. Apart from going out, meeting people and interviewing them, they

made paper roses, created centrepieces out of book titles that spoke to them, practiced their speeches and prepared and served a delicious variety of finger food.

The idea behind the Human Library is amazing as it is beneficial for both, Human books and readers. It’s a great way to learn by talking to different people and get the knowledge from lived experience.

Rhys George Arts Team Leader

“It was really nice getting to actually talk to people about the important stuff rather than just small talk and getting to be able to see how everyone we pass on the streets or buying things from at stores each have a unique life and stories to share. It was an amazing experience for me to be part of and I am very grateful to have been part of the journey of recruiting books and getting to read them and making connections with people and taking down the curtain between people and meeting the person underneath the outer cover. I have loved this project and hope to be able to be a part of it again in the future.”

Molly – BPCS College student

YEARS 3/4

SLEEPOVER

For the Year 3/4 sleep over both classes combined into one mega Year 3/4 group. The aim of this was to prepare the students for their upcoming camp later in the year. The students took part in activities including firemaking, spotlight and making smores. Most took on the challenge of staying overnight in the school which helped set them up for their camp at Point Walter.

NANGA BUSH CAMP

YEARS 5/6

The 5/6 students spent this year’s camp at Nanga Bush Camp, a venue we have not returned to in a few years. Our activities were run by an external provider who challenged the students to work as a team and accept challenges. There were a few rocky moments as with any camp, but it resulted in the students building on their existing relationships and problem-solving skills.

POINT WALTER CAMP

The 3/4 students attended camp at Point Walter. The camp is intentionally based close to School, this limits the time it takes us to get to camp while also making necessary pickups easy. The students took part in activities including flying fox, team games, orienteering as well as some games run by the teaching team. There was also intentionally some downtime to allow the students who needed rest to have it, whilst also giving other students time to build on existing relationships.

ROTTNEST LEADERSHIP CAMP

Rottnest Camp is a different experience from any other that we run at Bold Park. The teaching team provide the venue, and dates and that is it! From there, it’s up to the students to decide what we eat, taking into account allergies, preferences, and how to spend our time while on the island. This year included beach trips, playing lawn games in town and a big ride which some students chose to do while others had a break and played games. We were super lucky this year to also see whales on the way to and from the island including a calf. The students also extended their independence having to manage their money and budget for two meals out while on camp, with maybe a little left over for a plush Quokka.

SWAN VALLEY ADVENTURE CENTRE

MIDDLE SCHOOL

The Middle School students attended camp at the Swan Valley Adventure Centre located not too far from School. The students took part in some great activities including flying fox, high and medium ropes course, escape room and many others which encouraged the students to “challenge by choice”. This allowed the students to take on the challenge at the level they were comfortable with. Once again, there was intentional downtime for the students to build relationships. These activities included cards, painting, frisbee and reading.

ALBANY CAMP

COLLEGE

With the College students we can extend how far we can travel, which opens up options. College students attended camp in Albany. This camp was a mixture of learning and leisure. The students visited the ANZAC Museum, the historic whaling village as well as learnt about the history of our campground which was once a quarantine facility. The leisure consisted of archery, raft building and many card games which were played ranging from “werewolf” to “presidents”. It is wonderful to offer our College students opportunities to develop as learners and young adults.

2023 Parent Survey

(summative)

In December 2023, the School conducted a Parent Survey to determine how well the School was partnering with the expectations/needs of parents in offering an exceptional educational and pastoral program. It was important to consider how effectively the School is ‘connecting’ and engaging with our stakeholders.

The Parent Survey was modelled primarily on the survey questions conducted since 2015 allowing for some comparative data to be considered by the Team Leaders and our School Board.

The goals of the Parent Survey are to determine:

• your overall happiness with your Bold Park Community School (BPCS) experience,

• your engagement at School with your child’s education,

• the extent that you feel confident about your child’s schooling future and how equipped you feel to support your child’s learning,

• the effectiveness of the School’s academic program, social climate and the support structures in place at BPCS,

• the effectiveness of our communication and reporting.

• your response to significant changes such as the opening of our new Maylands Campus,

• the appropriateness of our ongoing management of COVID19,

• the importance/relevance of the afterschool programs at BPCS.

• the importance/relevance of philosophy/ education opportunities for parent/ guardians at BPCS.

• the areas you feel are a significant success or require our attention as we seek to partner with you in your child’s education overall.

DEMOGRAPHIC – WHO COMPLETED THE SURVEY?

The survey attracted a total of 61 respondents - similar to 2022 (58) and 2021 (64) - representing a good cross section of the School (Early Childhood to College).

The survey captures approximately 20% of Bold Park families. 84% of respondents classified themselves as ‘Mum’, 16% ‘Dad’. 92% indicated they were remaining at Bold Park in 2024 with 7% of respondents identified as leaving and 1% undecided. As in 2022, exiting families expressed various reasons for leaving Bold Park including relocation, financial, predetermined exit points (e.g. always intending to leave after Early Childhood), COVID19 or dissatisfaction.

ORGANISATIONAL PRIDE

Parents continue to signify a strong sense of pride in the goals of Bold Park Community School with parents indicating they ‘Strongly Agree’, ‘Agree’, ‘Disagree’, ‘Strongly Disagree’ or ‘Can Not Comment” to the following statements:

• BPCS promotes a sense of pride and achievement (98% Agree/Strongly Agree);

• BPCS has clear goals and a positive identity (97% Agree/Strongly Agree),

• My child enjoys being at school (84% Agree/Strongly Agree);

• and; once again, Teachers genuinely care for my child (100% Agree/Strongly Agree) – this is a beautiful celebration of the commitment our teachers make to keeping connections and relationships at the centre.

SAFETY AT SCHOOL

Parents have communicated that they see Bold Park Community School as a safe and secure School (100% Agree/Strongly Agree) and has clear goals and a positive identity (95% Agree/Strongly Agree).

89% felt that BPCS had a high standard of student behaviour which was a further 3% increase from 2022 and has been a noted improvement trajectory (8% improvement

from 2021 and 13% improvement from 2020), it will remain a continued area for School improvement in communicating how student behaviour is managed at Bold Park Community School.

We have worked closely with our staff and students to communicate our Positive Behaviour Strategies more effectively and introduced targeted programs such as the ‘Bully Zero’ program (which seeks to educate students, teachers and parents).

ACADEMIC PERFORMANCE

Parents feedback in the academic arena was as follows:

• BPCS teaching staff are enthusiastic, professional and committed (98% Agree/ Strongly Agree) and have a thorough understanding of what they are teaching (100% Agree/Strongly Agree).

• Parents felt that BPCS had realistic expectations for their children (96% Agree/ Strongly Agree, a 10% increase from 2022).

• Catered for their child’s individual needs (96% Agree/Strongly Agree).

• Received help and support when they were struggling with their learning (90% Agree/Strongly Agree and 3% could not comment).

PARENT/TEACHER COMMUNICATIONS

Parents feedback from the survey was that staff were approachable and willing to help (95% Agree/Strongly Agree, with 3% unable to comment)

Asked if parents were informed if their child had a problem (92% Agree/Strongly Agree) – which has also seen an upward trajectory over the past 3 years (15% improvement from 2020, 5% from 2021), and was an area the School sought to improve upon (both at

a systems and classroom level). Whilst the feedback in relation to School reports may seem low, with 86% (Agree/Strongly Agree) saying that the reports they receive about their child are clear and easy to understand; it should be noted that 10% from Early Childhood had not yet received a report and could not comment.

75% (Strong Agree / Agree) felt they had a voice about the direction the School is taking and whilst 10% of recipients could not comment; we will take further steps to encourage our community to engage with our Annual General Meeting, School Events and the family and strategic surveys which inform our vision for future.

SOCIAL / EMOTIONAL SUPPORT

Parents have been consistently confident about the social/emotional support offered at Bold Park Community School with the ‘Strongly Agree’ highest (once again) through this bank of responses.

• BPCS helps my child with the skills they are likely to need in the world ‘beyond school’ (97%),

• My child learns to problem solve and think for themselves (95%),

• My child is encouraged to achieve in a broad range of areas and disciplines (93%),

• BPCS values the role of the parent in the educational process (90%)

2022 was the first time we asked parents to respond to whether the introduction of animals (School Dog ‘Archie’, Chickens, Guinea Pigs, Rabbits, etc.) had made a positive impact on student well-being.

In 2023; 80% (Strongly Agree/Agree) with 15% unable to comment … the chickens, guinea pigs, rabbits and Archie take this as a positive!

To conclude the survery results, we share your own reflections on your Bold Park experience.

What I love most about Bold Park Community School

- I appreciate the broad education my child gets at BPCS, particularly the art/drama/ cooking/language/Wildspace teams.

- The community spirit and support.

- It continues to be a safe place where I know my child is encouraged, valued and accepted for who they are. The events (Mud Day, Arts Festival) are always wonderful and foster a real sense of community.

- The awesome staff.

- Seeing students as individuals.

- How the community support each other.

- The respect for the students and strong care from most educators.

- We’ve always been impressed with the teaching teams but this year the team was exceptional. Their knowledge of the curriculum, intervention supports and how to individualise both, was extensive and very much appreciated.

- Small size and supportive environment.

- Willingness to assist your child.

- small size and individuality is recognised and encouraged.

- I love how much my daughter’s teachers genuinely care for her and see her as a whole person.

- The active sense of community.

- The child is heard.

- The early childhood teachers and environment are exemplary

- The heart in all aspects.

- Caring teachers.

- Nature and play based, student led, community feels.

- Restorative practices.

- I feel so lucky that my child got to have our teaching team! Brilliant blend of skills and experience.

- The skills and experience of the teaching staff and wonderful environment for our child to learn.

- Unique Bold Park Syllabus. Projects chosen and tasks undertaken by the class appear rich in learning and experience.

Classroom environment of high qualitydespite mostly demountable! Beneficial and insightful for parents to be able to visualise the projects and end products by the children.

- The Wildspace is something that attracts us to the school.

- The ethos.

- My child is valued and acknowledged for the individual she is, and she’s treated as an equal by her teaching team.

- We are so grateful for BPCS and the high level of education our child is receiving.

- The community and the focus on social/ emotional well-being for individuals.

- So much communication from the teachers.

- Sense of community.

- It’s inclusive and respective nature.

- The community and support for my children.

- That the school caters to the individual need of the child and the great community that is fostered at the school.

- Community, school grounds the teachers.

- The communication between teachers and parents.

- Kids are really ‘seen’. Teachers connect with students in a meaningful way. Nurturing environment.

- Student-teacher ratio. Inclusivity.

- Christmas Party, Open School events where parents can come after school.

- The opportunity to learn in nature and the genuine care of the teachers (for example, Ukulele Club).

- The community. The teachers and staff really care about my child and want what’s best for him.

- The teachers are amazing.

- I really do love the school and the teachers who show such care and concern for each individual child. The opportunity for children to have access to many arts specialists is fantastic. My children have loved experiences of camps, sleepovers, sports, and other events and I really feel

like the school is a wonderful learning environment. My children really enjoy being at school and this is so valuable.

- Individual catering for students.

- Community.

- Small class sizes and individual attention / awareness of what’s going on with them.

- Creative expression to build positive mental outcomes.

- Passionate Teachers.

- Staff and students live the values (they don’t just speak them).

- The pastoral care from most staff.

- Children having a voice and being listened to.

- Caring about all kids.

- Small community feel environment which is inclusive of all students and families and the way the Principal and teachers greet the students at the gate in the mornings.

- How much of a community it is.

- That my quirky child, who has never liked school, actually wants to go to school. And that you manage to get kids to pass what’s necessary to get through school, allowing them to be themselves.

- That my child’s individual needs are important.

- Flexible learning experiences.

- How you authentically value the individual child and build/maintain a sense of community and belonging.

- Staff commitment to children and to pedagogy as an area of continuing interest and learning.

- It doesn’t feel like a School as such…Nice and relaxed & friendly.

- The amazing supportive environment that allows for individual development.

- The committed and passionate staff, teaching, administrative and grounds.

- Community feel.

- Student welfare.

- Inclusivity.

Finance Report

INDEPENDENCE

DECLARATION TO THE BOARD OF MANAGEMENT OF THE BOLD PARK COMMUNITY SCHOOL ADVISORY COUNCIL INCORPORATED AS AT 31 DECEMBER 2023

We make the following declaration to the Board of the Bold Park Community School Advisory Council Incorporated, under Division (3) of the Associations IncorporationAct2015 (WA) (the Act that to the best of our knowledge and belief there have been:

(i) No contraventions of the auditor independence requirements of this Act in relation to the audit; and

(ii) No contraventions of any applicable code of professional conduct in relation to the audit.

Bruce Donald Director

Perth

WA

9 April 2024

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INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF BOLD PARK COMMUNITY SCHOOL ADVISORY COUNCIL INCORPORATED

AS AT 31 DECEMBER 2023

We have audited the accompanying financial report set out on pages 6 to 18, being a special purpose financial report, of Bold Park Community School Advisory Council Incorporated, which comprises the income and expenditure, statement of financial position as at 31 December 2023 and statement, statement of changes in equity and statement of cash flows for the year then ended, notes comprising a summary of significant accounting policies and other explanatory information, and the Members of the Board assertion statement.

Board of ManagementResponsibilityfortheFinancialReport

The Board of Management of Bold Park Community School Advisory Council Incorporated are responsible for the preparation and fair presentation of the financial report, and have determined that the basis of preparation described in Note 1, is appropriate to meet the requirements of the Associations IncorporationAct2015 (WA) (the Act) and is appropriate to meet the needs of the members. The Board’s responsibility also includes such internal control as the officers determine is necessary to enable the preparation and fair presentation of a financial report that is free from material misstatement, whether due to fraud or error.

Auditor’sResponsibility

Our responsibility is to express an opinion on the financial report based on our audit. We have conducted our audit in accordance with Australian Auditing Standards. Those standards require that we comply with relevant ethical requirements relating to audit engagements and plan and perform the audit to obtain reasonable assurance whether the financial report is free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial report. The procedures selected depend on the auditor’s judgement, including the assessment of the risks of material misstatement of the financial report, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the association’s preparation and fair presentation of the financial report in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the association’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by the officers, as well as evaluating the overall presentation of the financial report.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

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Liability limited by a scheme approved under P rofessional Standard s L egislation.

BOLD PARK COMMUNITY SCHOOL ADVISORY COUNCIL INCORPORATED

Independent Auditor’s Report -31 December 2023

Opinion

In our opinion, the financial report presents fairly, in all material respects, the financial position of Bold Park Community School Advisory Council Incorporated as at 31 December 2023, and its financial performance and its cash flows for the year then ended in accordance with the financial reporting requirements of the Act.

In particular in our opinion the:

(i) The financial report has been prepared in accordance with and has satisfied the requirements of Part 5 of the Act;

(ii) We have been provided with all relevant information and explanations and assistance necessary for the conduct of our audit;

(iii) Bold Park Community School Advisory Council Incorporated has maintained sufficient financial and other records required by Part 5 of the Act to enable the financial report to be prepared.

BasisofAccounting

Without modifying our opinion, we draw attention to Note 1 to the financial report, which describes the basis of accounting. The financial report has been prepared to assist Bold Park Community School Advisory Council Incorporated to meet the requirements of the Associations IncorporationAct 2015 (WA) As a result, the financial report may not be suitable for another purpose.

Bruce Donald Director

Perth WA

9 April 2024

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