There is a net difference of approximately $474,000 between these reports. This is due to the timing of the reports, and subsequent adjustments to the value of the Student Resource Package revenue account. The School is working with the Department to verify how this should be treated. This process has been delayed due to the impact of COVID-19. 

Oct 2019 update: The Department has now confirmed that the adjustment of $474k consists of three separate transactions: $55k of planned revenue for contract school cleaning which is no longer applicable due to an extension of the current cleaning arrangements, $139k being the Qtr 4 grant to the School which was not payable due to the credit position of the school, and $280k which will be reclaimed by the Department as part of their cyclic balancing. 

The full financial reports are typically not published for the broader community. However, the School has made available the 2018 Annual Report via the Annual Reports page on this website.

BNPS’ parent satisfaction rating has improved roughly 3.25% year-on-year versus the 2.43% increase for the Whole of State and is now within ~7% of the Victorian median. BNPS continues to focus on improving engagement and communication with the broader School Community, and recognises that continuing to listen, educate and respond is an important contributor to improved satisfaction.

During 2020, actions which have been taken have included: Improving the channels to allow for direct parent/teacher communication, improved understanding and visibility of the workings of the School Council, responding to and improving advice and support to families through Remote Learning, and highlighting services and support available for Health and Well-being during a very difficult year.

In 2021, the School hopes to see continued improvement in the understanding, respectful communication, and engagement with our School Community, building upon the groundwork established this year.

2020 has been a challenging year for schools in many ways. This has impacted BNPS’ ability to track specific strategic planning outcomes as originally documented in the strategic plan.

However, the transition to an asynchronous learning model has provided many opportunities for teachers to personalise student learning and improve their competency with remote learning.

The inability to collect and use annual NAPLAN data, and to conduct more formal collection of data through regular testing, means that educators are having to rely on observations and judgements of performance by works submitted online, and contribution and conversations had through Teams and other channels.

During Term 4, and with the support of our School Education Improvement Leader, BNPS will reassess how we measure achievement against outcomes through our Annual Implementation Plan.

BNPS has traditionally held the health and wellbeing of students, staff and families as a core focus and this culture has supported everyone through a challenging time.