2017 rainbow street public school annual report · 2018-03-28 · introduction the annual report...

Rainbow Street Public SchoolAnnual Report

2017

2930

Printed on: 28 March, 2018 of 23 Rainbow Street Public School 2930 (2017)

Introduction

The Annual Report for 2017 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-p.School@det.nsw.edu.au9398 1986


Message from the Principal

I am proud to share with you the 2017 achievements of our school.

This year we have continued our work in the three strategic directions of: • Quality Teaching and Learning; • A Positive School Community; and • Quality Learning Environment.

Academically, the school showed continued improvement in NAPLAN results with students in both Year 3 and Year 5above the state average in Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. In Reading 65.4% ofour Year 3 students placed in the top two bands, in Writing 76.5%, Spelling 76.5%, Grammar and Punctuation 82.4%and Numeracy 75%. In Reading 62.7% of our Year 5 students placed in the top two bands, in Writing 35.6%, Spelling54.2%, Grammar and Punctuation 55.9% and Numeracy 62.7%. These results are well above the state average andabove statistically similar schools. In regards to our Value–Added data results, the school was described as: Excelling forKindergarten to Year 3, Delivering for Years 3 to 5 and Sustaining and Growing for Years 5 to 7. Year 6 studentsparticipated in the VALID Science and Technology 6 Assessment. 82% of our students were in the top three bandscompared to 42% of the tested cohort. In the International Competitions and Assessments For Schools (ICAS), acrossthe areas of English, Spelling, Writing, Maths, Science and Digital Technologies, students at Rainbow Street PublicSchool achieved 13 Certificates of High Distinction, 40 Certificates of Distinction, 81 Certificates of Credit and 24Certificates of Merit.

Sport, extra curricular activities, performances, and incursions and excursions support students' classroom learning. Inthe sporting arena Rainbow Street continued its participation in the Premier’s Sporting Challenge and received aDiamond Award. We held four very successful carnivals, Athletics, Swimming, Cross Country and K–2 Athletics. Thehighest number of Rainbow Street students in the last six years went on to compete at the Sydney East Regional level.The introduction of Directions in Music to our music program has seen an increased number of students join the band.These students have performed at the Big Band Bash and concerts at school. The choir, recorder group and the stringsensemble performed at concerts at the Opera House. Many extracurricular activities supported classroom learningincluding Maths Olympiad, Debating, Chess, Public Speaking, Premier's Spelling Bee, Premier's Reading Challenge,Drama Club and Showcase Dance Group.

The relationship we have with parents and the school community continues to be a strength of our school. Thedevelopment of the Rainbow Street Eats cookbook highlights the collaboration within the school community.

Our major capital works project is well and truly underway with the move to the 'pop–up' school and work commencingon the main school site. We look forward to moving into our new facilities late in 2018.

As 2017 comes to a close so does our 2015–2017 School Plan. We have achieved a lot in the last three years. As aschool we are in a period of extreme change and it is so exciting to be a part of it all.

Joann Sayers

Principal

Message from the school community

A wrap up for 2017 – It’s been busier than I had expected it to be!

We are very lucky at Rainbow Street to have a strong and positive relationship between the staff and the parentcommunity.

A highlight for me this year was working with the Rainbow Street Eats cookbook team. This all began with an emailfrom a parent, back in February. Library Friday from the end of February until November became cookbook focused andI would like to publicly thank the amazing team which included a team leader, graphic designer, photographers, recipechecking experts, our sponsorship queens, proofreader, disclaimer writer, apron maker, cook, photographers andaccount keeper. Thanks to Miss Sayers for her introduction in the front cover and her willingness to be a little cheeky withthe student leaders eating cake in the photos. Most importantly thanks to all the students and staff who let us photographthem and to the families who have purchased copies of the book to support this fundraiser.

Trivia Night in September was another success with the largest crowd ever. Thankfully we will have a bigger hall nextyear so we can keep this event growing. This event is a great way for our parents and staff to interact socially in a funand relaxed atmosphere whilst raising some money at the same time. Another great social event was the Meet andGreet held at The Ritz at the beginning of the year. I had lots of positive feedback about how great the night was with


hopes of another one next year.

It was a little strange to not organise any car boot sales this year though I must say it was also a nice break as theycertainly are mammoth tasks. Our cookbook replaced this fundraising opportunity so please send the P&C your ideas for2018 – I’m sure we can do something new and exciting.

The redevelopment is finally happening. The Project Reference Group (PRG) continues to meet regularly and work hardon finalising many aspects but especially to ensure the safe and smooth transition into the new buildings. I would like toagain make a special mention of the long hidden hours Miss Sayers has put into this project to make sure the quality ofour children’s education remains at the high standard we have been accustomed to. So much of her time this year hasbeen dedicated to meetings, emails and phone calls about the build and most importantly to making sure the positivelearning experiences have continued for our kids. I am fortunate to be continuing to represent the parent community inthis project and would like to thank Belinda Simmonds for working as your parent representative over many years on thisproject.

The P&C has raised over $10 000 this year after expenses, donated $2 500 to the school for two new portable allpurpose weather marquees and contributed $600 towards the Year 6 shirts.

This is my last report as P&C President and I would like to say huge thanks for three wonderfully rewarding years.

Sally 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

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 we have focused on the elements of wellbeing, curriculum and learning, and assessing andreporting. Clear expectations of behaviour create a positive teaching and learning environment and this was evident withthe smooth transition for students to the temporary accommodation. Continued emphasis on the teaching of the socialand emotional core skills has occurred through specific units of work written around quality literature and this furthersupported respect for other students in the new learning environment. Targeted individual learning support was furtherenhanced through additional staffing and collaborative development of Personalised Learning Plans (mainstreamstudents), Personalised Learning Pathways (Aboriginal students) and Personalised Learning and Support Plans (SupportUnit students). The use of PLAN software and the learning continuums was revised and data collected about studentprogression along the continuum was analysed. This data was used to assist with formulating 'where to next' statementsfor students. Teaching and learning units of work for the new Geography syllabus were collaboratively developed,implemented and evaluated, along with associated assessment tasks and rubrics. Following feedback from surveysabout student reports, a review of the school's student reports was undertaken and new reports were developed andimplemented that provide parents with more personalised information about their child's achievement.


In the domain of teaching our emphasis has been on effective classroom practice, professional standards and, learningand development. Collaborative stage planning and moderation of work samples enhance studentachievement, implementation of syllabus and effective classroom practice. Learning intentions are communicated andstudents are provided with explicit and effective feedback, and success is defined through the use of strategies such asWALT (We Are Learning To) and WILF (What I'm Looking For). Mentoring support provided to beginning teachers andclassroom lesson observations and feedback further develop understanding. Targeted professional learning supports theschool plan, Department of Education priorities and the achievement of staff's Performance Development Plan goals.Teachers have worked towards maintaining accreditation and the accreditation procedures for pre–2004 teachers havebeen outlined.

In the domain of leading the emphasis has been on the elements of educational leadership, school resources andmanagement practices and processes. When reviewing teaching and learning programs, executive staff provideddetailed feedback linked to both the school's programming guidelines and the Australian Professional Standards ForTeachers. The students, staff and school community engaged in a review of the school plan and consultation for the2018–2020 School Plan. The leadership team regularly reviewed progress towards achievement of the 2015–2017milestones. Parents are engaged members of the school community through their active P&C, involvement in andattendance at school events and the in–class support they provide. The community makes use of school facilities foractivities such as language learning. Administrative staff have efficiently managed the transition to LMBR and ICT isused to streamline processes. The priorities in the school plan drive financial decisions. During the year the whole schoolmoved to temporary accommodation and this was managed by the leadership team to ensure minimal disruption tolearning delivery.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


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 across a range of targeted areas. This included qualityteaching and learning and future focused learning. As a school and in stage teams, staff have collaboratively plannedunits of work in Geography that implement the new syllabus. They have developed associated assessment tasks andrubrics to support consistency of teacher judgement in assessment practices. Following a review of student reports theReports Working Party, a QT East project with Coogee Public School, developed new student reports that provideparents with more personalised reports that report achievement against learning descriptors and 'where to next'statements. As a school and in stage teams, staff have reviewed available data (including NAPLAN, ESR, PLAN, studentprofiles) and used this to inform teaching and learning programs. There has been continued emphasis in classroomteaching and learning programs on differentiation that is informed by ongoing assessment. Executive staff have closelysupervised this. ICT is being used by classes in a range of contexts with an emphasis on authentic use that supportslearning and enables students to be producers of technology rather than just consumers. Additional support wasprovided to teachers in Years 2 to 6 to teach coding. There has been continued emphasis on developing digitalcitizenship skills that enable students to use technology ethically and understand the implications if they don’t. The use ofreflective journals as an evaluation tool continues to be implemented in K–6 classrooms. A broad curriculumencompassing a variety of extra–curricular activities further supports classroom learning and students' individualstrengths and needs. The introduction of Directions In Music to our music program has seen an increased number ofstudents involved.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

80% of students are at orexceeding expected growth inNAPLAN.

0.7 LaST staffing allocation

$3000 professional learning

'Excelling' in 'Value–Added' for Kindergarten toYear 3. 'Delivering' in 'Value–Added' for Years 3 to5 and 'Sustaining and Growing' for 'Value–Added' inYears 5 to 7.

School mean (91.1) was above the tested cohort'smean (80.1) in the VALID Science and Technology6 Assessment. 82% of our students were in the topthree bands compared to 42% of the tested cohort.

Staff analysis of NAPLAN and VALID data.

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

0.7 LaST staffing allocation

$573 FoR training materials

$5 400 casual salaries

NAPLAN results show students were above stateaverages across all domains.

Staff new to Years 3 to 6 trained in Focus OnReading (FoR).

Used PLAN to track and monitor studentachievement.

Refinement of classroom English and mathsteaching and learning programs.

Collaboratively developed personalised learningplans for students requiring learning support.

Implemented targeted explicit spelling and writingprograms in the Support Unit.






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

Implemented data walls to track Kindergartenstudents' achievement in English.

Teachers use information aboutindividual students’ capabilitiesand needs to plan for students’learning so as to engage them inrich learning experiences,developing the vital skills forflourishing.

QTR project $30 600

0.2 QTSS staffing allocation

$31 000 ICT

$7 500 casual release tosupport extra–curricularactivities

$2 500 resourcing forextra–curricular activities

PLAN data for all students updated.

Monitored teaching and learning programs forexplicit adjustments and differentiated learning.

Implemented Quality Teaching Rounds (QTR)across three schools.

Implemented ICT in classrooms with a particularemphasis on collaboration and coding.

Purchased additional technology equipment tofurther support learning including additional laptopsand Chromebooks.

Included enriched tasks and project–based learningactivities in teaching and learning programs.

Extracurricular activities (eg sport, band, recorder,strings, chess, dance, public sparking, debating, artextension, drama, Maths Olympiad) supportclassroom learning.

Next Steps

• Semester review of the Learning Descriptors for student reports • Professional learning in the new learning progressions • Purchase of additional resources to support ICT • Bring Your Own Device program for Stage 3 • Development of a strategy for the move to the new learning spaces • Teacher reflection on current practices and effective teaching • Increased formative assessment • Increase in STEM/STEAM in classroom teaching and learning programs



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.


Implementation of KidsMatter Component 2: Social and Emotional Learning (SEL) and explicit teaching of the corecompetencies: self–awareness, self–management, social awareness, relationship skills and responsibledecision–making continued in term teaching and learning programs. This was also linked to the school's 'Rule Focus' forthe week and the Rainbow Awards program. Information sessions for parents in the areas of school readiness, beginningschool, reading and NAPLAN, as well as Connect Time sessions as part of the monthly P&C Meetings, informed parentsabout learning and classroom practices. A new 'Meet and Greet' event was introduced this year. This was an 'adults only'event held at The Ritz and was very well received. Whole school events such as Harmony Day, Easter Hat Parade,raffles and competitions, Multicultural Day, and open classrooms for family visits, provided opportunities for parentinvolvement. The continuation of the ‘Library Friday’ parent group promotes a more social aspect to parents' time at





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

$3 000 resources SEL implemented in classroom teaching andlearning programs.

'Rule Focus' linked to core SEL competencies.

Cyber–safety session for parents.

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

$3 000 to support wholeschool events

$1 188 School Stream

$1 200 Meet and Greet

Produced Stage Newsletters each term and schoolnewsletter each week to inform the schoolcommunity about teaching and learning programsand school events and information.

Use of School Stream to facilitate communication.

Conducted parent information sessions andConnect Time sessions at P&C Meetings.

Involved parents in classroom and whole schoolactivities.

Whole school events conducted including HarmonyDay, Reconciliation and NAIDOC Weeks,Grandparents Morning, Easter Hat Parade andBook Week Parade.

Parent 'Meet and Greet' at The Ritz and P&Cevents such as Trivia Night provided adifferent setting for parents to engage with staff andthe school community.

Library Friday sessions used as an informalgathering for parents.

Rainbow Street Eats cookbook provided anothermechanism for parents to be involved.

The school has in place a $1 800 PLSP development Learning Support Team meetings are regularly held






comprehensive and inclusiveframework to support thecognitive, emotional and socialwellbeing of students.

$6 500 transition programsto discuss students' needs and develop programsto support them.

PLPs and PLSPs are collaboratively developed.

Behaviour and Health Care Plans arecollaboratively developed and communicated to allstaff.

Staff are proactive in their contact with parents.

ICT is utilised to maintain records of student needand/or interventions.

Transition programs to support Kindergartenenrolment and primary to high school.

Next Steps

• Implementation of KidsMatter Components 3 and 4 • Release from face to face teaching for the Learning Support Coordinator • Formative assessment professional learning for staff • Enhanced community partnerships



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 continued K–6. Teacher professional learning in Effective Feedbackenhanced feedback given to students. Quality Teaching Rounds expanded to incorporate a professional learningcommunity that extended across three schools as a QT East project. Once again feedback in regards to the rounds wasoverwhelming positive. Staff continued working with New Learning Environments on the design of flexible learningspaces and the associated pedagogy to support learning in this environment. This will continue to be a priority for theschool as it moves towards the completion of the major capital works. A working party developed an occupancy strategyfor the Kindergarten move to the new spaces which is planned to take place early in Term 1 2018. Verbal feedbackfrom staff indicates that they are feeling more confident in their understanding of the new learning environment and howit will operate.





All staff achieve all of theirprofessional goals.

$34 122 to supportbeginning teachers

Teaching and administrative staff developed andimplemented Performance and Development Plans(PDPs).

Executive use of coaching style conversationswhen discussion PDPs with staff.

Professional learning aligned with school strategicdirections and individual PDPs.

Beginning teacher funds used to support earlycareer teachers (additional RFF, professionallearning, observations of best practice andprovision of a mentor).

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

Major capital works budget

$6 000 New LearningEnvironments project

Finalised the colour scheme and furniturescheduled for the major capital works.

Moved into demountable accommodation.

Commenced construction – demolition of B, C andH Blocks.

Developed a Kindergarten Occupancy Strategy.

Staff workshops about new learning environmentsand planning for moving into the new learningspaces in 2018.

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

$2 000 professionallearning

$30 600 ICT resourcing

0.351 QTSS staffingallocation

Implemented teaching and learning activities thatinvolve authentic and collaborative use of ICT andGoogle G Suite.

Collaborative tasks programmed in units of work.

Used WALT and WILF to provide students withclear indications of learning intentions.






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

Set learning goals and reflected on achievement.

Introduced peer assessment and feedback inPrimary classes.

Worked with New Learning Environments todevelop understanding and procedures for workingin the new facilities.

Use of QTSS funds to release Executive staff tomodel and team teach coding lessons.

Next Steps

• Release of an Executive staff member one day per week to support the implementation of the occupancy strategy • Implementation of the Kindergarten Occupancy Strategy • Evaluation of the Kindergarten Occupancy Strategy and use of the data collected to inform the strategy for the next

stage • Use of the AITSL Teacher Self Assessment Tool to strengthen mapping of professional goals to the Australian

Professional Standards For Teachers • Funds provided to support the purchase of additional resources including ICT • Professional learning and release from face to face teaching provided to support teachers moving into new

learning spaces • Effective management of the move to the new learning spaces


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $4 149 All students have a collaboratively developed(student, parents and classteacher) Personalised Learning Pathway.

Recognition of NAIDOC and ReconciliationWeek.

A NAIDOC Week competition was run toprovide students with the opportunity to showwhat NAIDOC means to them.

Student achievement acknowledged throughthe Deadly Kids Awards.

English language proficiency 2.0 teacher staffingallocation

0.4 NAP teacher staffingallocation

$28 800 QTR

Release provided for staff to collaborativelyplan learning support for students.

Staff engaged in EAL/D professional learningcommunity through attendance at EAL/Dnetwork meetings.

Employment of an additional New Arrivalsteacher.

Resources purchased and staff released tosupport Multicultural Day.

Staff attended professional learning toenhance their understand of how studentsfrom a non–English speaking backgroundlearn.

Professional learning for all staff in the EAL/DLearning Progressions.

Quality Teaching Rounds (QTR) have beenused to enable teachers to reflect on theirclassroom practice, enhance theirunderstanding of the Quality TeachingFramework and increase the inclusion ofQuality Teaching elements in their practice.

Low level adjustment for disability 0.8 additional SASS staffing

$5 400 casual teachersalaries

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

School Learning Support Officers supportstudents in the classroom and in theplayground.

The Learning and Support Team metfortnightly and engaged in meaningfulprofessional dialogue about adjustments andsupport to cater for students' individual needsand provided advice as to further externalsupport available.

Quality Teaching, SuccessfulStudents (QTSS)

0.351 staffing allocation Release from face to face teaching of anExecutive staff member to model and teamteach coding.

Release from face to face teaching forExecutive staff to mentor teachers in targetedareas.


Socio–economic background $8 000 Additional resources have been purchased tosupport classroom teaching and learningprograms.

Financial support was provided to familiesexperiencing hardship.

Support for beginning teachers $34 122 casual release andprofessional learning

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.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 245 254 243 248

Girls 174 173 190 199

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. The school is atpermanent capacity and has an 'in–zone' onlyenrolment policy in place.

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.2 97.3 96.7 95.7

1 97.1 94.9 96.9 96.4

2 96.7 95.4 96.7 95.7

3 97.1 95.9 96.6 94.5

4 97.5 95.4 96.1 95

5 95.9 96.1 95.6 94.6

6 96.4 94.8 96.6 93.2

All Years 96.9 95.7 96.5 95.1

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Due to family commitments overseas a number of ourstudents have periods of leave (Extended Leave –Travel).

The school uses ebs4 software to record and monitorstudent attendance. Follow up letters are sent for

unexplained absences. Additionally, for absences overthree days, the class teacher contacts the parentsseeking an explanation. Reminders of attendancerequirements are periodically published in the schoolnewsletter.

When attendance is a concern, meetings areconducted with parents to develop an attendance planand Home School Liaison Officer support is soughtwhen necessary. In 2017, one student's attendancewas monitored by the Home School Liaison Officer.

Class sizes

Class Total

KD 21

KS 22

KE 22

1/2M 23

1R 24

1K 24

2D 22

2C 22

3M 29

3A 29

4S 28

4E 28

4/5G 29

5P 29

5/6R 30

6N 30


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 5

Head Teacher(s) 0

Classroom Teacher(s) 17.1

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.8

Teacher of ESL 2

School Counsellor 1

School Administration & SupportStaff

7.22

Other Positions 0

*Full Time Equivalent

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

One staff member identifies as Aboriginal.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

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 external andinternal courses including:

Whole school • PLAN • Geography • Flexible Learning Spaces • Feedback • Managing Actual and Potential Aggression

• CPR • Anaphylaxis • Child Protection • School Excellence Framework v2 • Future Focused Learning and Learning Space

Design • EAL/D Learning Progression • Writing 'Where to next?' Statements • Introduction To Student Wellbeing

Targeted training • ebs ontrack+ Roll Marking (all teaching staff) • ebs ontrack+ Behaviour Incident Reporting (all

teaching staff) • Quality Teaching Rounds (16 staff) • Evaluation Essentials (two Executive staff) • STEM Symposium (one staff member) • National Disability Insurance Scheme (two

Executive staff) • LEAP Conference and Masterclass (one

Executive staff member) • Consistency In Teacher Judgement (one staff

member) • Primary Choreographic Dance Day (two staff) • SCAMP Asthma (one staff member) • Spelling (one staff member) • Enterprise Financial Planning Tool (Principal and

School Administrative Manager) • New Learning Environments Planning (five staff) • VALID Marking (two staff) • History K–6 Integrating Geography (one staff

member) • Classroom Behaviour Management (one staff

member) • Differentiation (one staff member) • Professional Learning In A Digital Age (one staff

member) • Beginners Guide To Google Apps (one staff

member) • Level 1 Google Certified Education (one staff

member) • NAPLAN Online (one staff member) • Keyword Sign Basic (one staff member) • ASPIRE (one staff member) • LMBR End Of Year Management (School

Administrative Manager) • Oliver Analytical Reporting (one staff member) • Oliver Managing Digital resources (one staff

member) • Oliver Stocktake (one staff member) • Learning To Be An EAL/D Teacher (one staff

member) • Performance Development For Supervisors Of

Non–Teaching Staff In Schools (two staff)Staff also attended EAL/D teacher, school counsellor,Principal, teacher librarian and temporary and casualteacher network meetings and/or conferences.

All teaching staff undertook at least two classroomlesson observations.

As part of the NSW Educational Standards Authority(NESA), requirements in order to maintain proficientteacher accreditation, new scheme teachers arerequired to undertake 100 hours of professionallearning over a five year period. New scheme teachers


maintaining proficiency engaged in professionallearning activities outlined above to assist them to meetthis requirement. Two teachers completed their firstperiod of 'maintenance'.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 474,582

Revenue 4,339,205

Appropriation 4,119,259

Sale of Goods and Services 18,977

Grants and Contributions 193,275

Gain and Loss 0

Other Revenue 0

Investment Income 7,693

Expenses -4,176,474

Recurrent Expenses -4,176,474

Employee Related -3,854,188

Operating Expenses -322,286

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

162,731

Balance Carried Forward 637,313

The schools financial management procedures are inline with the Department Of Education's policies andprocedures outlined in the Finance in SchoolsHandbook. The expenditure of school funds is linkedto targeted programs and budgets that support the dayto day operation of the school and the school's strategicdirections and ongoing development.

A large amount of money has been carried forward thisyear. The school is currently undergoing major capitalworks and the funds will be used to support the move tothe new learning spaces. This includes the professionallearning of staff, purchase of ICT equipment and otherresources required, and any unforeseen expenses.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 2,717,232

Base Per Capita 70,511

Base Location 0

Other Base 2,646,721

Equity Total 329,854

Equity Aboriginal 3,676

Equity Socio economic 9,703

Equity Language 216,725

Equity Disability 99,750

Targeted Total 774,487

Other Total 183,784

Grand Total 4,005,357

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills andunderstandings demonstrated in these assessments.

Results for students in Year 3 were well above the statemean across all four elements of the Literacy domain. In Reading 65.4% of our Year 3 students placed in thetop two bands, in Writing 76.5%, Spelling 76.5%, andGrammar and Punctuation 82.4%. These results arewell above the state average and above statisticallysimilar schools. The Literacy school group effect sizeshowed a large improvement compared to the 2016results.

Results for students in Year 5 were also well above thestate mean across the four Literacy elements. InReading 62.7% of our Year 5 students placed in thetop two bands, in Writing 35.6%, Spelling 54.2%, andGrammar and Punctuation 55.9%. These Reading,Writing, and Grammar and Punctuation results are wellabove state average and above statistically similarschools.


Band 1 2 3 4 5 6

Percentage of students 0.0 3.9 7.8 5.9 21.6 60.8

School avg 2015-2017 0.0 3.9 7.7 13.7 22.5 52.3

Band 1 2 3 4 5 6


School avg 2015-2017 2.2 1.7 12.8 14.3 23.4 45.6

Band 1 2 3 4 5 6


School avg 2015-2017 1.0 4.4 9.5 13.4 24.2 47.6


Band 1 2 3 4 5 6


School avg 2015-2017 1.5 0.0 11.2 16.5 40.2 30.6

Band 3 4 5 6 7 8


School avg 2015-2017 1.5 8.5 13.4 17.7 28.0 30.9

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 9.7 12.9 28.5 23.9 25.0


Band 3 4 5 6 7 8


School avg 2015-2017 1.4 4.8 13.7 27.1 29.8 23.3

Band 3 4 5 6 7 8


School avg 2015-2017 1.1 4.4 23.8 36.6 28.6 5.5

Year 3 Numeracy results were well above the statemean. 75% of our Year 3 students placed in the top twobands. This is well above the state (43.5%) andstatistically similar schools (58.75%). The Numeracyschool group effect size showed a large improvementcompared to the 2016 results.

Year 5 Numeracy results were also well above the statemean. (544.4 compared to 499.6). 62.7% of ourstudents were laced in the top two bands. This wasalso well above the state (32.5%) and statisticallysimilar schools (47.7%). The Numeracy school groupeffect size showed a large improvement compared tothe 2016 results.

Band 1 2 3 4 5 6


School avg 2015-2017 1.1 3.1 12.2 19.9 22.8 41.0


Band 3 4 5 6 7 8


School avg 2015-2017 0.8 4.0 15.7 29.9 22.4 27.2

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about their school. In2017, the school undertook the Tell Them From MeSurveys. All students in Years 4 to 6 (mainstream andsupport) undertook the survey as did all staff.Unfortunately only 39 parents (4%) completed thesurvey. This included six parents (8%) with students inthe Support Unit.

A summary of the student results (school mean acrossthe three grades): • Percentage of students with a high rate of

participation in sports, with an instructor at school,other than in physical education (70%)

• Percentage of students with a high rate ofparticipation in extra–curricular activities (54%)

• Students feel accepted and valued by their peersand others at school (80%)

• Students have friends at school they can trust andwho encourage them to make positive choices

(88%) • Students believe that schooling is useful in their

everyday life and will have a strong bearing ontheir future (95%)

• Students do homework for their classes with apositive attitude and in a timely manner (60%)

• Students with positive behaviour at school (93%)NOTE: 10% above norm

• Students who are interested and motivated (79%) • Students try hard to succeed in their learning

(94%)These findings are commensurate with NSWGovernment Norms. They do however provide room forimprovement and the development of programs tofurther support students.

A summary of the mean of data collected from the 4%of parents who responded is presented below. NOTE:A ten point scale was used where 0 is strongdisagreement and 10 is strong agreement. • Parents feel welcome 6.6 • Parents are informed 6 • Parents support learning at home 6 • School supports learning 6.4 • School supports positive behaviour 7.3 • Safety at school 7 • Inclusive school 6.1 • 96% of respondents talked with a teacher once,

twice or more than three times since thebeginning of the year in regards to a child'slearning or behaviour

• 98% of respondents attended meetings or socialfunctions at school once, twice or more than threetimes since the beginning of the year

• 38% of respondents were involved in schoolcommittees

• Parent input was sought in the areas of: schoolplanning, development and review of schoolpolicies, teaching practices and curriculumdelivery

• 86% of parents expect their child will go touniversity, 95% expect that their child willcomplete Year 12 and 24% will expect their childto attend TAFE

The areas for further development include: schedulingof parent activities at different times, information abouta child's social and emotional development, increase indiscussion at home about how well a child is doing inhis or her class and increased individualised learningand support.

A summary of the staff (teacher) mean results ispresented below. Again a ten point scale was usedwhere 0 is strong disagreement and 10 is strongagreement.

Results for the eight drivers of student learning: • Leadership (school leadership team interactions

and support with staff) 7.7 • Collaboration 8.3 • Learning Culture 8.6 • Data Informs Practice 8.2 • Teaching Strategies 8.5 • Technology 7.3 • Inclusive School 8.9


• Parent Involvement 7.6Results for the four dimensions of classroom andschool practices: • Challenging and Visible Goals 8.1 • Planned Learning Opportunities 8.2 • Quality Feedback 8 • Overcoming Obstacles to Learning 8.3

All of these scores are above the NSW GovernmentNorm. Areas for further development include: schoolleader observation of teaching (6.6), students usingcomputers or other technology to track their goals (5.7)and parents reviewing and commenting on students'work (5.7).

Additionally the school consulted and surveyed allstakeholders about the 2015–2017 School Plan as partof the process for development of the 2018–2020School Plan.

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, and where appropriate, outside agenciessuch as Community Services. Targeted and explicitLearning and Support Teacher, and School Learningand Support Officer programs and interventions furthersupported students in the classroom.

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

land at all assemblies • Integrate Aboriginal perspectives across all key

learning areas so that 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 opportunityfor 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 studentslearning 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, Let's takethe next steps, asked students to reflect andcommemorate two significant anniversaries ofreconciliation in Australia and to take the next steps

together in the national reconciliation story.

In 2017 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 previous years, a competitionwas held again where students wrote about ordesigned a poster or t–shirt to highlight what NAIDOCmeans to them.

To celebrate the achievement of Aboriginal studentswho attend school regularly, complete set tasks,improved in their school work, achieve at a high leveland are a positive leader, one student was presentedwith a Deadly Kids Award.

Multicultural and anti-racism education

Sixty–two percent of students attending Rainbow StreetPublic School come from diverse cultural backgrounds.For these students English is their second orsometimes even third language. We currently havestudents from 51 different language backgroundslearning at our school. The largest of these isIndonesian with 22 students.

Rainbow Street Public School supports an inclusiveand non–discriminatory culture. Two English as anAdditional Language or dialect (EAL/D) teachersprovide programs to support the EAL/D students fromKindergarten to Year 6 in our school. Newly arrivedstudents to the school receive daily support through theNew Arrivals Program (NAP). Students are withdrawndaily in small groups and receive intensive and explicitEnglish instruction and support. EAL/D students arealso supported in their classrooms. EAL/D teacherswork collaboratively with classroom teachers to developprograms to best assist EAL/D students’ learning needsin the classroom. They regularly monitor and assessstudent progress in order to best cater for the individualneeds of EAL/D learners. The new student reportingformat includes information for parents about students'EAL/D phase and the focus of targeted support.

The annual Rainbow Street Multicultural Day was againa great success. Multicultural Day is a celebration ofthe many 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 supported this event by tellingand reading stories from various cultures and teachingdifferent languages. The Rainbow Street Eatscookbook which is a collection of recipes fromMulticultural Days past was launched on MulticulturalDay.

In 2017, community harmony activities includedHarmony Day, NAIDOC Week, and ReconciliationWeek. Harmony Day took place on 21 March. Studentswere encouraged to wear as much orange colouredclothing as they could to help celebrate the theme of


Everyone Belongs. Students took part in activitiesaimed at 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.


2017 rainbow street public school annual report · 2018-03-28 · introduction the annual report...

Documents