2016 rainbow street public school annual report · rainbow street public school is situated in the...

Rainbow Street Public SchoolAnnual Report

2016

2930

Printed on: 21 March, 2017 of 18 Rainbow Street Public School 2930 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Rainbow Street Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Joann Sayers

Principal

School contact details

Rainbow Street Public School90–98 Rainbow StreetRandwick, 2031www.rainbowst–p.schools.nsw.edu.aurainbowst–[email protected] 1986


Message from the Principal

I am proud to share with you the 2016 achievements of our school.

This year we have been working towards improvement in the three strategic directions of: • Quality Teaching and Learning; • A Positive School Community; and • Quality Learning Environment

Academically, NAPLAN results show continued improvement and students in Year 3 and Year 5 were above the stateaverage in Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. The School Excellence Frameworkhas three descriptors to describe achievement in the areas of Learning, Teaching and Leading: Delivering, Sustainingand Growing and Excelling. In regards to our NAPLAN results, the school was described as Excelling in Attainment,and Sustaining and Growing In Value Added across all three groups (K–3, Years 3–5 and Years 5–7).

The support provided by the school community continues to be a strength of our school and enables us to provide thebest learning environment for the students.

Congratulations to our Year 6 students who completed their Primary education.

Thank you to the staff, for all of your efforts this year to ensure optimum learning for all students. I would like toacknowledge the efforts of the Administrative staff who not only maintained an efficient office and supported students,parents and staff, but also successfully deployed LMBR (Learning Management Business Reform).

Finally to the students of Rainbow Street Public School – well done on another fabulous year!I am sure that you, as I am,are proud to a part of this special school community.

Joann Sayers

Principal

Message from the school community

A personal highlight this year was Trivia Night as it is a great way for our parents and staff to interact socially in a fun andrelaxed atmosphere whilst raising some money at the same time. Our Car Boot Sale was also a great event.

The redevelopment of our school is such an exciting journey and is now finally so near. There will be minor disruptionswhilst the building occurs but the positive impact on our children’s education that will result will be fabulous. The ProjectReference Group has worked hard this year on many aspects but especially to ensure the smooth transition to thedemountables and I would like to make a special mention of the long hidden hours Miss Sayers has put into all of thefiner details to make sure the quality of our children’s education remains at the high standard we have been accustomedto. Our children are resilient and thanks to the leadership, staff and families we have at RSPS, wonderful learningexperiences will continue.

The P & C has raised approximately$17 575 this year, donated $15 000 to the school for additional laptops andcontributed $390 towards the Year 6 shirts.

Thanks for your time, energy and passion for our children’s school.

Sal Notaras

P & C President


School background

School vision statement

To maintain equity in a caring, supportive school within a culturally diverse, pluralistic environment where each memberof the school’s community strives for excellence in teaching and learning and where each child can reach their personalbest.

Our mission is to educate children to reach their maximum potential; intellectually, socially and physically, and to ensurethat they become involved members of society.

Our core values of Caring, Learning and Effort underpin all that we do.

School context

Rainbow Street Public School is situated in the historic City of Randwick in close proximity to the University of NSW andPrince of Wales Hospital.

Enrolments have been steadily increasing; from 292 students in 2008 to 440 students in 2015. Students are from 52language backgrounds other than English. 1.8% of students are Aboriginal.

The school has four classes of students with disabilities who make up a support unit within our school. The schoolsupports an inclusive and non–discriminatory culture.

Students engage in learning experiences across the six key learning areas and information and communicationtechnologies are used to support teaching and learning programs. There is also an extensive extracurricular program.The creative arts program enables students to participate in the school band, violin ensemble, recorder, choir and dancegroup, showcasing their talents in school, district and regional performances. The chess, debating and public speakingteams perform very well in their respective competitions. Biennial Art Shows and Concerts showcase students’ talent inthe arts. Students participate in Primary School Sports Association competitions with other local schools. The schoolvalues the Live Life Well mantra and implements programs to support this across the school.

Parents value the diverse culture of the school and are active and committed members of the school community.

The school has developed a strong learning alliance with three other local schools.

Self–assessment and school achievement

Self–assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the domain of Learning our efforts have focused on the elements of wellbeing, curriculum and learning, and assessingand reporting. Clear behaviour expectations at Rainbow Street Public School create a positive teaching and learningenvironment. The implementation of KidsMatter Component 2: Social and Emotional Learning has highlighted the coreskills needed (self–awareness, self–management, social awareness, relationships skills and responsibledecision–making) and led to the development of class and stage units of work explicitly targeting these skills with thesupport of quality literature. Further strengthening of the school’s learning and support processes has taken place thisyear. Collaborative planning of support programs has included the classroom teacher, the Learning and SupportTeacher, Learning and Support Team Coordinator, parents and the School Counselor thus utilising community expertiseto implement targeted programs to best meet individual student need. Student Report survey data shows that parentsand students have an understanding of what their child/they are learning and areas for growth but that this can be furtherenhanced. Students do discuss their report and learning achievements with their parents. A variety of extracurricularlearning experiences is available to students. PLAN software has been implemented K–6 to track student achievement.


Students are self–reflecting on their learning through the use of journals. The integration of ICT, with an emphasis onproducing technology, is used to enhance student engagement.

In the domain of Teaching, our efforts have been focused on the elements of classroom practice, collaborative practiceand, learning and development. Meetings at whole school, stage and team levels are used to review and revise teachingand learning programs and to plan teaching and learning experiences. These collaborative processes have enhancedteacher understanding of curriculum requirements and provided opportunities to develop differentiated learning andenriched tasks. The extension of Quality Teaching Rounds has provided teachers with peer feedback about their practicelinked to the Quality Teaching Framework. The use of mentors has provided additional support to beginning teachers.Extensive professional learning in PLAN and the literacy and numeracy continuums has built staff understanding of theseframeworks and their use to track and monitor student achievement and growth. Through the use of surveys and theimplementation of the Performance Development Framework teachers are actively engaged in planning their ownprofessional learning to improve their performance. Teachers work beyond their classrooms to contribute to broaderschool programs to enhance the learning experiences of students.

In the domain of Leading, our efforts have been focused on the elements of leadership, school resources, andmanagement practices and processes. Successful implementation of LMBR has been a high priority. The schoolcommunity has the opportunity to engage in a variety of school–related activities and are positive about educationalprovision. Staff have engaged in workshops with consultants around the requirements of, and pedagogy behind, futuresfocused learning and the design of 21st century learning spaces. Through information booths parents and the widercommunity have also been consulted in regards to the redevelopment of the school site. Presentations at parentmeetings have provided information about the physical layout of the new site and the pedagogy behind its design. Theleadership team has worked to ensure the implementation of the strategic directions across the school community andthe building of the capacity of their team of staff to implement change.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Quality Teaching And Learning

Purpose

To ensure students are successful learners, high expectations are maintained in an engaging, supportive,student–centred environment. Purposeful data informs personalised teaching and learning programs that integrate ICT,require students to think critically, creatively and reflectively, and take responsibility for their own learning.

Overall summary of progress

Staff engaged in a large amount of professional development particularly in the areas of quality teaching and learningand implementation of the new syllabus documents. As a school and in stage teams, staff have unpacked the newGeography syllabus and collaboratively planned units of work in Science and History. As a school and in stage teams,staff have reviewed available data (including NAPLAN, ESR, PLAN, student profiles) and used this to inform teachingand learning programs. All Primary staff have been trained in the use of PLAN and have mapped their students on theliteracy and numeracy continuums. There has been an emphasis in classroom teaching and learning programs ondifferentiation that is informed by ongoing assessment. Executive staff have closely supervised this. ICT is being used byclasses in a range of contexts with an emphasis on authentic use that supports learning and enables students to beproducers of technology. There has been continued emphasis on developing digital citizenship skills that enable studentsto use technology ethically and understand the implications if they don’t. The use of reflective journals as an evaluationtool has been implemented in K–6 classrooms.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

80% of students are at orexceeding expected growth inNAPLAN.

'Sustaining and Growing' in 'Value Added' acrossall three groups (K–3, 3–5 and 7–9). K–3 were'above average'. In Years 3–5, scored 90.8 whilstsimilar schools were 84.8. In Years 5–7, scored 51compared with similar schools who scored 46.3.

90% of students are at orexceeding stage benchmarks inliteracy and numeracy.

Staff new to Years 3–6 trained in Focus OnReading.

Professional learning undertaken by all staff in theteaching of grammar.

Rubrics developed for Maths assessment tasks.

Staff analysis of NAPLAN and VALID data.

Extensive NAPLAN Writing analysis undertakenincluding review of assessment criteria, moderationand analysis of work samples, and teachingstrategies available to support learning.

Average Year 3 and 5 scores are above stateaverages across all NAPLAN domains.

'Excelling' in 'Attainment' (2015–2016) – 64%compared with similar schools 59%.

Aboriginal Personalised Learning Pathwaysdeveloped in collaboration with parents/carers forall Aboriginal students.

$15 172 hasbeen directly spent onLiteracy and Numeracy.Please note that someexpenditure that alsosupports this strategicdirection is listed elsewhere.

Teachers use information aboutindividual students’ capabilitiesand needs to plan for students’learning so as to engage them in

Professional learning conducted for new staffand Years 3–6 staff in the literacy and numeracycontinuums.

QTSS staffing allocation(0.351)

Extracurricular activities –





rich learning experiences,developing the vital skills forflourishing.

Professional learning conducted for staff inGeography syllabus implementation.

Data for all students (K–6) entered into PLAN.

Monitored teaching and learning programs forexplicit adjustments and differentiated learning.

Assessment tasks and rubrics developed for unitsof work for the new syllabus documents.

Provision of a variety of extracurricular activitiesand engagement in programs such as ArtExtension, Showcase, Crayweed, Maths Olympiad,Band, Strings, Chess etc.

$26 856

Next Steps

• Review of Student Report (QT East collaborative project). • Regularly update data in PLAN and monitor student growth. • Further professional learning in the use of the numeracy continuum, mathematics and writing. • Professional learning for staff in 'where to next' for students. • Ensure continued access to ICT in demountables (including wireless access). • Purchase of additional ICT resources for staff and student use. • Upgrade devices to Windows 10. • Development of units of work incorporating geographical inquiry. • Support Unit – implement across Support Unit assessment tasks, moderation and annotation of work samples and

a differentiated spelling program. • Explicit use of learning intentions and success criteria.



A Positive School Community

Purpose

The school guides students to develop the personal resources for future success and wellbeing. All members of theschool community actively participate in the education of all students, holding high expectations and fostering a safe andinclusive school.


KidsMatter Component 2: Social and Emotional Learning was implemented. Explicit lessons utilising quality texts tosupport concepts were developed enabling rich discussion in classrooms and enhancing students' understanding of thecore competencies: self–awareness, self–management, social awareness, relationship skills and responsibledecision–making. Information sessions for parents in the areas of school readiness, beginning school, reading andNAPLAN, as well as Connect Time sessions as part of the monthly P & C Meetings, informed parents about learning andclassroom practices. Whole school events such as Harmony Day, Easter, Multicultural Day, Art Show and openclassrooms for family visits, provided opportunities for parent involvement. The continuation of the ‘Library Friday’ parentgroup promotes a more social aspect to parents' time at school.




Individual and collectivewellbeing is measurablyimproved (baseline data to beestablished in 2015).

KidsMatter Component 2: Social and EmotionalLearning (SEL) implemented K–6.

SEL activities are evident in teaching and learningprograms.

SEL information session conducted for P & C.

$2 000

Parent and communityengagement is measurablyimproved (baseline data to beestablished in 2015).

Produced Stage newsletters each term to provideparents with information about the teaching andlearning program.

Information sessions conducted for parents: SchoolReadiness, NAPLAN, Reading etc.

Provided opportunities for parent involvementincluding: Classrooms, P & C, events such as ArtShow, Multicultural Day, Open Mornings,Grandparents Day etc.

Connect Time presentations at P & C Meetings.

'Library Friday' program continued.

The school has in place acomprehensive and inclusiveframework to support thecognitive, emotional and socialwellbeing of students.

Further enhanced Learning and Support teamprocesses.

Collaborative planning proforma implemented forLearning and Support Teacher and classroomteacher use.

Time allocated for collaborative development ofclassroom support (Learning and Support teacher,class teacher and Learning and SupportCoordinator).

Support Unit staff reviewed their PersonalisedSupport and Learning Plans proforma and

$3 000





The school has in place acomprehensive and inclusiveframework to support thecognitive, emotional and socialwellbeing of students.

implemented a new proforma. $3 000

Next Steps

• Implement KidsMatter Component 3: Working With Parents and Carers. • Review positive psychology learning alliance. • Maintain opportunities for parent involvement and whole school events and expand the number of parent social

opportunities. • Survey parents as to information sessions and P & C Connect time topics they would like. • Conduct Tell Them From Me survey and compare to baseline data collected in 2015. • Implement LMBR applications/SALM modules including roll marking through ebs4r, and recording of parent

contact, behaviour incidences through ebs4 and Synergy.



Quality Learning Environment

Purpose

The school community is committed to the pursuit of excellence. Innovative pedagogy, reflective practice and efficientuse of school resources create a rich, stimulating environment that maximises learning and creates thriving, confidentindividuals. Students learn the skills required to be engaged citizens.


Student goal setting and reflective practices extended K–6 in 2016. Quality Teaching Rounds also expanded. The'rounds' have received excellent feedback from those involved and further expansion is planned for 2017. Staff beganworking with New Learning Environments on the design of flexible learning spaces and the associated pedagogy tosupport learning in this environment. This will continue to be a priority for the school as it moves to the demountablesetup and prepares for the completion of the major capital works. The commencement of a prototype space project wasdelayed by the delay in the building of the temporary school. This will be commenced as soon as possible. Verbalfeedback from some previously reluctant staff indicates that they are feeling more confident in their understanding of thenew learning environment and how it will operate.




All staff achieve all of theirprofessional goals.

Teaching staff developed and implementedPerformance and Development Plans (PDPs).

Executive use of coaching style conversationswhen discussing PDPs with staff.

Professional learning aligned with school strategicdirections and individual PDPs.

Beginning teacher funds used to support earlycareer teachers (additional RFF, attendance atcourses, observations of best practice and provisionof a mentor).

$16 358

20% increase in the percentageof staff who believe the schoolbuildings, grounds and facilitiesare in good condition.

Detailed design for the major capital worksfinalised.

Development Approval given by Council.

Demountable set up plan developed.

Professional learning for staff in learning spacedesign and flexible learning spaces.

Learning experiences utilisetechnology and provideopportunities for students tocollaborate, think critically andcreatively and apply knowledgeand skills to new situations.

Teaching and learning activities developed andimplemented that incorporate the authentic andcollaborative use of ICT and Google G Suite.

Students set learning goals and reflected on theirachievement.

Reviewed ways feedback given to students.

Professional learning conducted for staff in flexiblelearning spaces and future focused teaching andlearning pedagogy.

Involvement in the Crayweed Project –

Please note that someexpenditure supporting thisstrategic direction is listed inthe key initiatives.





Learning experiences utilisetechnology and provideopportunities for students tocollaborate, think critically andcreatively and apply knowledgeand skills to new situations.

collaboration with two local primary schools, twolocal high schools, University of New South Walesstaff and artists in scientific investigation and art,culminating in a parade at Sculpture By The Sea.

Please note that someexpenditure supporting thisstrategic direction is listed inthe key initiatives.

Next Steps

• Expand the implementation of Quality teaching Rounds to include two other local primary schools and acrossschool rounds/observations.

• Maintain the provision of broad learning and extracurricular experiences for students. • Implement 'coding' in Years 2–6 through the use of a mentor teacher. • Emphasis on the 4Cs in teaching and learning programs – collaboration, critical thinking, creativity and

communication. • Staff renew professional goals and PDPs. • Develop and implement PDPs for non–teaching staff. • All students set goals and maintain reflective learning journals. • Feedback is given in a variety of forms e.g. verbal, written and peer. • Move into the demountable classrooms. • Implement demountable prototype project with New Learning Environments. • Continue professional learning for staff in the areas of future focused teaching pedagogy and flexible learning

spaces. • Effective management of the redevelopment of the site.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students have a Personalised LearningPathway that was developed collaborativelyby the student, parents and class teacher.

Recognition of NAIDOC Week andReconciliation Week.

A competition was run during NAIDOC Week(art, writing or t–shirt design) to highlight whatNAIDOC means.

$2 775

English language proficiency Release was provided for teachers tocollaboratively plan learning support.

Staff engaged in EAL/D focused professionallearning through, for example, EAL/D NetworkMeetings, which has enhanced the quality ofteaching and learning for EAL/D students.

EAL/D staff participated in Quality TeachingRounds which enhanced understanding of theQuality Teaching Framework, best practiceand their own classroom practice.

$3 750

NOTE: $35 598 was usedin the implementation of thestrategic directions and alsosupports this initiative.

Low level adjustment for disability Students requiring learning support andadjustments are catered for within classroomprograms and other whole school strategies.

School Learning Support Officers supportstudents in the classroom and theplayground.

The Learning and Support Team engaged inmeaningful professional dialogue aboutadjustments and support to cater for students'individual needs and provided advice as tofurther external support available.

$22 539

Quality Teaching, SuccessfulStudents (QTSS)

Professional learning and mentoring supportin the use of PLAN has ensured that newteachers and teachers in Years 3 to 6 areusing PLAN to monitor students' literacy andnumeracy achievement.

The implementation of classroom observationprogram has assisted teachers to meet the'lesson observation' requirement of theirPerformance and Development Plans.

Staffing allocation (0.351)

Socio–economic background Quality Teaching Rounds have been used toenable teachers to reflect on their classroompractice, enhance their understanding of theQuality Teaching Framework and increasethe inclusion of the QT elements in theirpractice.

Additional resources have been purchased tosupport classroom teaching and learningprograms.

Implementation of KidsMatter Component 2has enhanced teacher understanding ofstudents' social and emotional needs.

Financial support was provided to familiesexperiencing hardship.

$18 810

NOTE: $35 598 was usedin the implementation of thestrategic directions and alsosupports this initiative.


Support for beginning teachers Beginning teachers received additionalsupport which included access to additionalrelease from face to face time, mentoring andcoaching sessions with a mentor, lessonobservations and professional learning.

Teachers participated in collaborative stageplanning and reporting supported by anAssistant Principal.

Feedback from participants reflected thebenefits of the support provided.

$10 228


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 236 245 254 243

Girls 165 174 173 190

Whilst enrolments remain steady, the school continuesto have quite a high level of mobility. This is due to theschool's proximity to the University of NSW with manyfamilies staying in Australia for one to two years whilststudying or lecturing at the university. Students atRainbow Street Public School come from over 52language backgrounds. The school is at permanentcapacity and has an 'in–zone' only enrolment policy inplace.

Student attendance profile

School

Year 2013 2014 2015 2016

K 96 97.2 97.3 96.7

1 96.2 97.1 94.9 96.9

2 95.5 96.7 95.4 96.7

3 96.9 97.1 95.9 96.6

4 96.2 97.5 95.4 96.1

5 95.1 95.9 96.1 95.6

6 96.3 96.4 94.8 96.6

All Years 96 96.9 95.7 96.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Due to family commitments overseas, a number of ourstudents have periods of leave.

The school uses ESR Momentum Attendance softwareto record and monitor student attendance.The software,through its reporting capabilities, enables the school to

manage non–attendance through the issuing offollow–up letters for unexplained absences.Additionally, for absences over three days, the classteacher contacts the parents seeking an explanation.

When attendance is a concern, meetings areconducted with parents to develop an attendance planand Home School Liaison Officer support is soughtwhen necessary. In 2016, one student was placed onan Attendance Improvement Plan.

Class sizes

Class Total

KD 20

KS 20

KH 21

1/2P 23

1R 22

1K 23

2M 23

2/3C 28

2W 24

3A 30

3/4P 30

4M 29

4/5D 29

5R 30

5/6G 31

6N 30

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 5

Classroom Teacher(s) 16.75

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.8

Teacher of ESL 1.4

School Counsellor 0

School Administration & SupportStaff

7.12

Other Positions 0.18


The Australian Education Regulation 2013 requiresschools to report on the Aboriginal composition as aproportion of their school's workforce.

One staff member identifies as Aboriginal.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25

Professional learning and teacher accreditation

The ongoing professional learning of all staff is apriority for the school. In line with the school strategicplan and identified needs, staff attended externalcourses including: • KidsMatter Component 2: Social and Emotional

Learning facilitator training (three staff) • Grammar and Meaning(all staff) • Quality Teaching rounds (12 staff) • Futures Focused Learning – 8Central School (all

staff) • Non–Violent Crisis Intervention (two staff) • Beginners Guide to Google Apps (six staff) • Music and Movement With Musica Viva (three

staff) • New Focus On Reading (four staff) • iOnThe Future (two staff) • Supporting Struggling Readers (one staff

member) • Literature and Latte: An Afternoon With Quality

Texts (one staff member) • NIDA – Drama and Literacy In The Primary

Classroom (one staff member) • Music Performance and Choral Skills (one staff

member) • Music Performance and Ensemble Skills (two

staff) • Aboriginal Education Network (two staff) • Teaching English Language Learners Across The

Curriculum (three staff) • Public Speaking: How To Embed It As Part Of

Quality Pedagogical Practice at School Level andBeyond (one staff member)

• Futures Learning Teach Meet (three staff) • Improving Your Pedagogy with Assessment in

English K–6 (one staff member) • Learn, Grow, Succeed: Early Career Teachers

Conference (two staff) • Teaching Grammar, Punctuation and Vocabulary

for the NSW English K–6 Syllabus (one staffmember)

• Fundamentals for Fed Reps and Women'sContacts (two staff)

• Communicating and Negotiating Skills for FedReps And Women's Contacts (two staff)

• Performance and Development Framework andNew Staffing Agreements (two staff)

• Mathematical Problem Solving (one staff

member) • VALID Science and Technology – Differentiating

Student Responses (two staff) • Effective Teaching Of Guided Reading In The

K–2 Classroom (one staff member) • NSW Teachers Federation Beginning Teachers

Conference (two staff) • Coding in the Classroom (one staff member) • Casual and Temporary Teachers Network

Meetings (two staff) • Literacy and Numeracy In History (one staff

member)This was supplemented by school–based training in: • KidsMatter Component 2: Social and Emotional

Learning (all staff) • Geography Syllabus Introduction (all teaching

staff) • PLAN (all teaching staff) • Flexible Learning Space Design (all staff)

Staff participated in Adobe Connect/webinar sessionsincluding: • LMBR (two staff) • KidsMatter (two staff)

Support staff also attended EAL/D, LaST, readingRecovery and school counselor conferences and/ornetwork meetings.

In addition, Executive staff attended courses in: • LMBR (Principal) • What Is LMBR To Me? (all Executive staff) • Performance and Development Framework

Update (Principal) • New Staffing Agreement (Principal) • Botany Bay Principals Meetings (Principal) • Introduction To Leadership Coaching (one

Executive staff member) • Budget Planning Tool (Principal) • Best Start (one Executive staff member)

All staff undertook mandatory training in CPR, ChildProtection and the Code of Conduct. Additionallyteaching staff undertook mandatory training in thePerformance and Development Framework and theNew Staffing Agreement.

All staff participated in School Development Dayactivities which focused on strategies forimplementation of the school plan. Topics/workshopsincluded: • Term 1 – Child Protection, collaborative planning

and Term 1 organisation • Term 2 – KidsMatter, History and Science unit

writing, and A Balanced Literacy Session • Term 3 – Geography • Term 4 – These were Twilight Meetings that took

place during the year and included CPR, visit to8Central School, Grammar and PLAN.

Administrative staff attended professional learning in: • LMBR (School Administrative Manager and two

School Administrative Officers) • Budget Planning Tool (School Administrative

Manager) • School Learning and Support Officer Conference

(five staff)


As part of the Board Of Studies, Teaching andEducational Standards NSW (BOSTES), requirementsin order to maintain proficient teacher accreditation,new scheme teachers are required to undertake 100hours of professional learning over a five year period.New scheme teachers maintaining proficiency engagedin professional learning activities outlined above toassist them to meet this requirement.

Two teachers completed the BOSTES requirements tobe accredited at proficient teacher. Four teacherscompleted their first period of 'maintenance'.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Please note that the majority of the school'sexpenditure on professional learning (training anddevelopment) is included in the tied funds dissection.

Income $

Balance brought forward 421 404.00

Global funds 279 338.00

Tied funds 192 214.00

School & community sources 250 773.00

Interest 8 046.00

Trust receipts 7 907.00

Canteen 0.00

Total income 1 159 685.00

Expenditure

Teaching & learning

Key learning areas 77 256.00

Excursions 33 797.00

Extracurricular dissections 75 573.00

Library 7 972.00

Training & development 1 872.00

Tied funds 150 508.00

Short term relief 56 071.00

Administration & office 73 091.00

School–operated canteen 0.00

Utilities 42 891.00

Maintenance 23 836.00

Trust accounts 10 684.00

Capital programs 0.00

Total expenditure 553 554.00

Balance carried forward 606 130.00

The information provided in the financial summaryincludes reporting from 18 October 2016 to 31December 2016.

2016 Actual($)

Opening Balance 0

Revenue 635 547

(2a) Appropriation 606 927

(2b) Sale of Goods and Services 4 486

(2c) Grants and Contributions 23 568

(2e) Gain and Loss 0

(2f) Other Revenue 0

(2d) Investment Income 565

Expenses –160 965

Recurrent Expenses –160 965

(3a) Employee Related –85 207

(3b) Operating Expenses –75 757

Capital Expenses 0

(3c) Employee Related 0

(3d) Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

474 581

Balance Carried Forward 474 581

Due to upcoming major capital works, plans forrefurbishment have not been implemented. Storagespace for additional resources is also limited during theproject and this has impacted on the purchase ofadditional/new resources. Additional funds that havebeen set aside will be utilised in the future to supportteaching and learning, including replacement of ICTequipment such as interactive whiteboards.


2016 Actual($)

Base Total 2 642 772

Base Per Capita 24 796

Base Location 0

Other Base 2 617 976

Equity Total 277 387

Equity Aboriginal 3 789

Equity Socio economic 9 858

Equity Language 168 980

Equity Disability 94 759

Targeted Total 722 229

Other Total 65 485

Grand Total 3 707 876

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about their school. In2016, the school surveyed the key stakeholders aboutStudent Reports. Their responses are presented below.

Staff identified the time to write reports, knowledge ofsyllabus, word count, and grammar, spelling and editingability as impacting them. The need to ensure thatassessment was embedded in programming teachingand learning was noted.

Forty–nine parents responded to the survey. • Parents identified the following report components

as most important to them (in order ofimportance): general comment, commitment to

learning, key learning area comments, keylearning area grades, effort grade and additionalprograms.

• 55.10% of respondents said the reports give thenenough information.

• 57.14% of respondents said they understandwhere their child is at, what progress they havemade and what they need to learn next.

• 69.39% of respondents said that the report iseasy to understand.

• Suggested improvements include: reports beingmore individualised, more feedback on where tonext and how parents can help, and lesseducational jargon.

Students in Years 3 to 6 were surveyed. • Students identified the following report

components as most important to them (in orderof importance): key learning area grades,commitment to learning key learning areacomments, general comment, social developmentand additional programs.

• 93.1% of students are satisfied with theinformation they and their parents receive, andsay that the report gives them enough informationabout their learning and progress.

• 87.93% say that they know where their learning isat, what progress they have made and what theyneed to learn next.

In line with the data collected and the release of newPolicy Standards for Curriculum Planning andProgramming, Assessing and Reporting to ParentsK–12, 2017 will see the development of a reportsworking party to develop and implement a new StudentReport as part of a QT East collaborative project.

Policy requirements

Aboriginal education

Aboriginal culture is an inherent and significant part ofour Australian identity. We aim to respect,acknowledge, support and advocate Aboriginal andTorres Strait Islander history, culture andaccomplishment. We are committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students.

Teaching staff focused on producing detailed andeffective Personalised Learning Pathways for allAboriginal and Torres Strait Islander students. Theseplans involved consultation with parents, grandparentsand students.

To promote respect for the unique and ancient cultureof Aboriginal people, we: • Acknowledge the traditional custodians of the

land in all assemblies. • Integrate Aboriginal perspectives across all key

learning areas so students develop deepknowledge and understanding about the world’soldest living cultures.

• Implement the Aboriginal and Torres StraitIslander histories and cultures priority (crosscurricular priority) which provides the opportunity


for students to gain a deeper understanding andappreciation of Aboriginal and Torres StraitIslander histories and cultures, deep knowledgetraditions and holistic world views.

Reconciliation Week was acknowledged with studentlearning about the shared histories, cultures andachievements of Aboriginal and Torres Strait Islanderpeople. Students explored how each of them could jointhe national reconciliation effort. The theme, our history,our story, our future asked students to reflect on ournational identity, and our relationship with Aboriginaland Torres Strait Islander peoples, histories andcultures, and to seek to understand and engage withreconciliation.

In 2016 Rainbow Street Public School celebratedNAIDOC Week with students participating in a varietyof lessons and activities about various Aboriginal andTorres Strait Islander topics. Students were involved ina number of learning opportunities around topics suchas traditional art, the Dreamtime and successful people.Following the success of last year's initiative, acompetition was held again where students wrote aboutor designed a poster or t–shirt to highlight whatNAIDOC means to them.

To celebrate the achievement of Aboriginal studentswho attend school regularly, complete set tasks,improved in their school work, are achieving at a highlevel and is a positive leader, one student waspresented with a Deadly Kids Award.

Multicultural and anti–racism education

Sixty–two cent of students attending Rainbow StreetPublic School come from diverse cultural backgrounds.We currently have students from 52 different languagebackgrounds learning at our school. For these studentsEnglish is their second or sometimes even thirdlanguage. Rainbow Street Public School supports aninclusive and non–discriminatory culture.

Two English as an Additional Language or dialect(EAL/D) teachers provide programs to support theEAL/D students from Kindergarten to Year 6 in ourschool.

Nearly arrived students to the school receive dailysupport through the New Arrivals Program (NAP).Students are withdrawn daily in small groups andreceive intensive and explicit English instruction andsupport. EAL/D students are also supported in theirclassrooms. EAL/D teachers work collaboratively withclassroom teachers to develop programs to best assistEAL/D students’ learning needs in the classroom. Theyregularly monitor and assess student progress in orderto best cater for the individual needs of EAL/D learners.

The annual Rainbow Street Multicultural Day was agreat success. Multicultural Day is a celebration of themany cultures that are represented in our school;promoting intercultural understanding and communityharmony. Food from a wide range of countries wasdonated and students engaged in food tasting.Students and staff also support this event by telling

stories and teaching different languages.

In 2016, community harmony activities includedHarmony Day, NAIDOC Week, and ReconciliationWeek.

Harmony Day took place on Monday 21 March.Students were encouraged to wear as much orangecoloured clothing as they could to help celebrate thetheme of <style isItalic="true">EveryoneBelongs</style>. Students took part in activities aimedat recognising and promoting belonging andappreciating the diverse range of cultures that make upnot only Rainbow Street Public School but the whole ofAustralia. The canteen was also involved, sellingorange coloured food.

A longstanding initiative to enhance communicationwith parents and community members from culturallyand linguistically diverse backgrounds included the useof interpreters and the ability of our school and P & Cwebsites to be translated into other languages.


2016 rainbow street public school annual report · rainbow street public school is situated in the...

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