2019 rainbow street public school annual report · 2020-04-24 · rainbow street public school is...

Rainbow Street Public School2019 Annual Report

2930

Printed on: 24 April, 2020 of 25 Rainbow Street Public School 2930 (2019)

Introduction

The Annual Report for 2019 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.

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

Wow what a year! 2019 saw the culmination of years of work planning our new learning environment, a place thatreflects, cultivates and supports flexibility, innovation and collaboration and enables learners to solve complex problemsand become mindful global citizens.

The building design has generated a series of hubs that support groups of two, three and four class groups. Each hubincludes spaces for individual learning, collaborative learning, presentation (Showcase), conferencing and practicalactivities (Creation Station). The building design ensures that the learning modes (collaboration, discussion, feedbackand reflection, guided, explicit, demonstration, experiential and independent) are all catered for in each hub. A variety offurniture such as standing tables, low desks, round tables, further supports the modes of learning and the school'sstrategic directions for both teaching and learning experiences and different styles of learning – providing choice forstudents to work in an area that best supports their learning needs.

The use of glass throughout the design ensures supervision and safety requirements are met. The ability to close offareas with sliding doors and operable walls enables spaces to be opened up or closed down as needed depending onthe learning experience. The large walkways connecting the hubs, offer break out space and are well used by thestudents enabling them to work inside or outside and connect visually and physically across the learning stages withinthe school.

The Support Unit's special purpose rooms provide breakout spaces for students along with cooking facilities for lifestyleskill instruction.

There is a focus on the integration of information and communication technologies to support other teaching and learningprograms. The Library is located at the front of the school as a highly visible, destination space for the whole school. It isthe central resource hub, contains a video editing room and other spaces such as special programs rooms that are usedfor learning support and extracurricular programs. Other spaces within the hubs such as the Conference Rooms providefor individualised and/or small group instruction whilst not being withdrawn completely from the rest of the class

Outdoor spaces include a large open space at the rear of the school for sport and physical education programs, and acentral courtyard which is an outdoor learning space for a range of play activities and enhanced by the large new COLA.

The learning environment at Rainbow Street PS supports collective teacher efficacy through collaborative teachingpractice in shared learning environments. The purpose built learning spaces support a one learning communityphilosophy and the notion that we are stronger together.

I am extremely proud of the physical environment we have built and the learning that takes place at Rainbow StreetPublic School.

Joann Sayers

Principal


Message from the school community

What an eventful year!

Focusing on the positive: the improved communication, participation, new fundraising opportunities, more and tightlyfocused contributions to our School. Reflecting on this brings to mind what Craig and I were trying to elaborate, andAndrew so eloquently put: the participation itself is a pleasant part of what we do, at least as important as fundraisingtargets etc.

To extend this theme a bit further, through our P&C Association we have the opportunity and privilege to not only supportour wonderful new school through fundraising, information nights, participating on choosing staff and services, we have achance to make this rather diverse, somewhat transient school parent community a more enjoyable, real and active bodyto belong to and participate in.

Let's go through some of these highlights:

Better communication: Through the website we now disseminate our Minutes, promote events, host links to surveys. The"hit rates" speak for themselves – a tenfold increase thanks to better content, and sharper presentation. Speaking ofsurveys, not only were they an invaluable tool for the recent Canteen Selection Committee, they have given us amandate on what parents wanted from our P&C. From this we have formalised an improved Class Rep Guide, furtherimproved the focus of the website and integrated our communications via mailouts, meetings, Rambler columns and thewebsite itself.

Active participation during meetings, guided by the mandate from the survey has led to some focused donations to theSchool. Thank you also, to the teachers who participated in their own surveys to help communicate the school's needs tous parents. The best decisions are based on Evidence and Trust.

As for the events, we revised some old favourite's – Meet & Greet; School Disco, Bunnings BBQ with some rathersuccessful inaugural events – namely the Father's Day Breakfast and the social highlight of this year, Movie Night! Ofcourse, we provided services to fellow parents and children through our Mother's Day stalls, Father's Day stalls andsecond–hand uniform sales.

I was heartened by how our Support Unit parents rallied to not only produce a parent representative, but also communityrepresentative for merit selection of new staff. Great that parents from the mainstream parent body followed suit throughour Special Meetings. This means our school community had a say in choosing our own staff, not merely acceptingwhom the Department chooses to appoint.

We now have a new Canteen Service. We also have a new OOSH service.

I need to give thanks to those of us who not only conceived some great ideas, they also freely gave their time, energy,minds and hearts to making them come about. Having participated in a small way to our inaugural Movie Night, I amhumbled and amazed by the awesome amount of strategic, yet detailed and extensive work put into making this greatidea a wonderful night.

I must also acknowledge our spouses and children, without whose support we couldn't achieve half of what we set out to.

That's it from me. It has truly been an honour and privilege stewarding this P&C for our wonderful school.

Greg Dodwell

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 confident, involved members of society.

In learning for the future, we strive to develop in students the skills and capabilities to thrive in a rapidly changing andinterconnected world.

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.

The 400 students currently enrolled come from 51 different language backgrounds. 1.8% of students are Aboriginal. Theschool has four classes of students with disabilities who make up a support unit within our school. The school communitysupports an inclusive and non–discriminatory culture.

Students engage in learning experiences across the six key learning areas and the authentic use of information andcommunication technologies is used to support teaching and learning programs. There is also an extensiveextracurricular program. The creative arts program enables students to participate in the school band, strings ensemble,recorder, choir, drama and dance groups, showcasing their talents in school, district and regional performances. Thechess, debating and public speaking teams perform very well in their respective competitions. Students participate inPrimary School Sports Association competitions with other local schools. The school values the Live Life Well mantraand 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, QT East, with two other local schools.

The school is currently finalising major capital works that provide state of the art, future focused learning environments.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Excelling

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing

The results of this self–assessment indicated that in the School Excellence Framework domain of Learning, overall theschool rated as Sustaining and Growing. Evaluation of school practices in the areas of Learning Culture, Wellbeing,Curriculum, Assessment, Reporting and Student Performance Measures demonstrate Rainbow Street Public School'scommitment to developing a culture committed to learning and ongoing performance improvement. Wellbeing processesand clear and explicit behaviour expectations complement classroom practice to meet the needs of all students. Anintegrated approach to quality teaching and curriculum planning and delivery, is being developed with an emphasis onconsistency of practice across the school. Assessment and reporting procedures are continually being refined anddeveloped, and differentiated learning and formative assessment integrated into teaching practice. Teachers sharecriteria for assessment with students and provide timely and relevant feedback to students about their learning.Assessment data collected is used to inform planning. Student reports are personalised and comprehensive, providingdetailed, clear and specific information about student learning and next steps.

The results of this self–assessment indicated that in the School Excellence Framework domain of Teaching, overall theschool rated as Sustaining and Growing. Evaluation of school practices in the areas of Effective Classroom Practice,Data Skills and Use, Professional Standards and, Learning and Development, highlight the commitment of school staff toimplementing effective teaching strategies and improving their teaching practice. Teachers collaborate across teams toshare knowledge, data, feedback and other information about student progress and achievement to inform thedevelopment of teaching and learning programs which meet the needs of all students. All teachers use professional


standards and Performance and Development Plans to identify and monitor specific areas for development. Teachersaccess and engage in professional learning targeted to school priorities to build their skills and enhance theirprofessional practice.

The results of this self–assessment indicated that in the School Excellence Framework domain of Leading, overall theschool rated as Sustaining and Growing. Evaluation of school practices in the areas of Educational Leadership, SchoolPlanning, Implementation and Reporting, School Resources, and Management Practices and Processes indicate acommitment to fostering a culture of high expectations and a shared sense of responsibility for student engagement,learning, development and success. Consultation with, and feedback from, the school community, and the collection andanalysis of data, inform the school plan and strategic directions of the school. Extensive management systems andprocesses, and effective resourcing are in place to ensure smooth day to day operation and ongoing schoolimprovement. Physical learning spaces are flexible and technology is used to enhance learning. The school communityworks together to provide the best learning environment for students.


Strategic Direction 1

Innovation

Purpose

To provide rich learning experiences that develop students who are innovative, creative and critical thinkers who workcollaboratively and have the skills and knowledge to function in an increasingly complex world. Students are inspired tobe leaders of their own learning and a broad, rigorous and challenging curriculum is used to connect students andengage their sense of curiosity. The learning environment cultivates the development of flexibility, innovation andcollaboration enabling learners to solve complex problems and become mindful global citizens.

Improvement Measures

• Increase in student centred learning (baseline data collected 2018 pre occupancy) • Increase in school mean across the eight drivers of student learning (TTFM teacher survey) • Teaching and learning programs show evidence of learning experiences that utilise technology and provideopportunities for students to collaborate, think critically and creatively and apply knowledge and skills to new situations.

Progress towards achieving improvement measures

Process 1: Future Learning

Innovative teaching and learning that includes: • Occupancy of new learning environments • Pedagogy and practice shift to future focused teaching and learning • Use of ICT to support learning • Flexible use of learning spaces • Explicit teaching of key skills • Collaboration within and beyond the classroom

Evaluation Funds Expended(Resources)

• New learning environments occupied. • Occupancy plans reviewed and amended. • Communication enhanced through daily stand–up meetings. • Teaching and learning programs collaboratively planned. • Evaluations of teaching and learning in the new learning environmentundertaken (Stage 2, Stage 3 and Early Stage 1). • Provision of access to devices for students (1:1) through theFoundations.T4L pilot. • Additional technology resources purchased to support teaching andlearning. • Collaboration with Foundations.T4L staff to embed information andcommunication technologies in teaching and learning programs.

$80 000

Process 2: STEM and STEAM

Increased opportunities for students to engage in STEM and STEAM focused activities. • Professional learning for staff • STEM and STEAM activities embedded in teaching and learning units of work • Development of rubrics for assessment of STEM/STEAM work samples


• Science and Technology syllabus implemented. • Science and Technology scope and sequence and units of work rewrittento align with new syllabus. • STEM/STEAM focused activities embedded in teaching and learningprograms. • VALID Science (Year 6) assessment undertaken. • Resources purchased to support STEM/STEAM teaching and learning

$6 000



activities.

Process 3: Bring Your Own Device (BYOD)

Implement a BYOD program for students in Years 4 to 6. • Develop and implement BYOD policy • Staged implementation • Develop and implement BYOD code of use • Tools to support learning • ICT embedded in teaching and learning programs and units of work


• Bring Your Own Device program implemented in Stage 3. • Information and communication technologies embedded in teaching andlearning programs. • Collaboration tools incorporated in teaching and learning programs. • Bring Your Own Device program evaluated through a survey of staff,students and parents.

Next Steps

• Consolidate collaborative planning and teaching practices. • Ongoing evaluation of the use of the school's learning spaces in collaboration with New Learning Environments. • Modelling and observation of effective collaborative practice. • Professional learning for staff in the use of information and communication technologies. • Increase in STEM/STEAM focused lessons in classroom teaching and learning programs. • Purchase of additional resources to support STEM/STEAM. • Development of assessment tasks and associated rubrics for STEM/STEAM projects.



Making A Difference

Purpose

To ensure that students' individual potential is developed and achievement monitored and that classroompractice maximises learning. A culture of high expectations, growth mindset, the use of evidence–based quality teachingpractices, effective assessment and feedback, inspired and passionate teaching, strong foundations in core skills inliteracy and numeracy, student directed learning and strong collective teacher efficacy drive improvement.


• Rating increase in School Capability Assessment (baseline data collected 2018) • Increase the percentage of students demonstrating expected growth in NAPLAN literacy and numeracy • Teachers use information about individual students' capabilities and needs to develop teaching and learningprograms


Process 1: Visible Learning

A QT East project to implement Visible Learning in the school.


• Building and Developing Visible Learners professional learning undertakenby all staff. • Impact Coach 2 and Evidence Into Action 2 professional learningundertaken by impact coaches and Principal. • A shared definition of learning developed and published. • Rainbow Street Public School Learner Qualities drafted. • Impact Coaches commenced mentoring and coaching program. • Learning intentions and success criteria developed and displayed forlessons.

$18 000

0.8 QTSS staff allocation

Process 2: Literacy and Numeracy

Track and monitor student achievement K–6. • Literacy and Numeracy Strategy and progressions • Explicit teaching of core literacy and numeracy skills • Use of the new Best Start and PLAN 2 to track and monitor student literacy and numeracyachievement • Monitoring of student achievement in NAPLAN, other external assessments and school basedassessment data


• NAPLAN data reviewed and discussed by stage teams. • Individual learning plans developed for students with additional needs. • Collaborative planning sessions undertaken by learning and supportteachers and class teachers. • Personalised learning and support plans collaboratively developed forstudents in the Support Unit. • Professional learning about dyslexia and how to support students in theclassroom undertaken by teaching staff. • Stage teams evaluated their practice with reference to What Works Best:Evidence–based Practices To Help Improve Student Performance.

0.4 staffing allocation

$8 000

Process 3: Assessment

Systematic collection and analysis of assessment data used to inform planning.



Process 3: • Collection and storage of assessment data • Development of rubrics and moderation of work samples • Timely and effective feedback is provided to students • Staff and students reflect on their learning


• Work samples, assessment tasks and rubrics collaboratively developed. • Work samples and assessments moderated for consistency in teacherjudgment. • Work samples, assessment tasks and rubrics evaluated. • Explicit and timely feedback including where to next information provided tostudents. • Learning descriptors for new Science and Technology syllabus and units ofwork developed.

Next Steps

• Finalise and publish the Rainbow Street Public School Learner Qualities. • Develop lessons to explicitly teach the Rainbow Street Public School Learner Qualities. • Impact coaches mentor and coach Stage teams in effective reading practice (emphasis on dialogue and

conversation) . • Teaching staff undertake professional learning in the development of learning intentions and success criteria (QT

East collaborative project). • Increased use of formative assessment. • Teaching staff undertake professional learning (review) in the Literacy and Numeracy progressions. • PAT 4 Reading Comprehension and PAT Maths 4 assessments used to track student progress. • Develop an assessment program that has key milestone assessment points. • Team leaders engage their teachers in data conversations that have an emphasis on student progress. • Enhanced collective teacher efficacy.



Happy, Healthy and Engaged

Purpose

To ensure that students feel known, valued and cared for and that they are motivated and confident learners who arerespectful and tolerant of individual difference. There is a strong sense of connectedness and the school is a safe,positive and stimulating learning environment where students are emotionally, behaviourally and intellectually engagedand students, parents and teachers work together and engage the wider community so that all students can connect,succeed and thrive.


• Point/percentage increase in Tell Them From Me survey measures across all stakeholder groups • Increase the proportion of students demonstrating active engagement with their learning • Increase in value added for Years 3 to 5 and Years 5 to 7


Process 1: KidsMatter

Implementation of KidsMatter core components 3 and 4: • Working with parents and carers • Helping children with mental health difficulties


• Social and emotional learning (SEL) lessons explicitly included in teachingand learning programs. • Resources purchased to support the explicit teaching of SEL. • Working With Parents and Carers professional learning undertaken by allstaff.

$2 000

Process 2: Differentiated Learning and Formative Assessment

Enhanced differentiation of learning through: • Articulation of learning goals • Learning support (remedial and extension) • Effective formative assessment • Effective feedback • A broad curriculum


• Individual learning plans developed for all students with additional needs. • Broad range of extracurricular activities provided to support classroomlearning – dance, drama, public speaking, debating, physical education (e.g.soccer), swimming, art extension, Premier's competitions and challenges,band, choir, recorder, strings, sporting carnivals and participation in PSSAevents, and incursions and excursions. • NAPLAN data, school–based and external assessment data reviewed byteaching staff and used to inform teaching and learning programs.

$5 000

Process 3: Community Involvement and Relationships

To enhance community involvement and build partnerships through: • Whole school events • Targeted activities to engage community groups • Information sessions for parents • Collaboration beyond the school • Effective communication




• Open house events held to showcase the new learning environment andclassroom teaching and learning programs. • Whole school community involvement in events for example, Grandparent'sMorning, Book Week, Easter, Multicultural Day. • Community involvement in P&C/school events including Father's Day BBQ,Library Fridays, Meet & Greet and the second–hand uniform shop. • An outdoor Movie Night was held in the amphitheatre utilising the newfacilities and bringing the community together. • Community representation on teaching and administrative staff meritselection panels and the Canteen Licence Review Committee. • Parents attended information and Connect Time sessions. • School information was communicated through weekly newsletters, termstage newsletters and the School Stream app. • An Art Show showcased students' work and brought the school and widercommunity into the new learning environment.

$15 000

Next Steps

• Conduct Component 4: Helping Children With Mental Health Needs training for all staff. • Review of the PDHPE scope and sequence in light of the new syllabus. • Review of the Wellbeing policy. • Use of learning intentions and success criteria to enhance formative assessment and feedback. • Ongoing provision of a broad curriculum for students. • Ongoing provision of whole school events. • Targeted activities to engage parents. • Collaboration beyond the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $5 332 • All ATSI students have a collaborativelydeveloped Personalised Learning Pathway.Students, parents and teachers were involvedin this process. • NAIDOC Week and Reconciliation Weekrecognised. • Student acknowledgment through theDeadly Kids Awards.

English language proficiency 1.0 teacher staffingallocation and 0.4 NAPadditional support ($157670)

$3 500 resources

Release and professionallearning course attendance

• Release provided to staff to collaborativelyplan in class learning support for EAL/Dstudents. • EAL/D staff attended EAL/D networkmeetings and professional learning courses. • Resources purchased to support EAL/Dteaching and learning programs. • Staff attended professional learningcourses.

Low level adjustment for disability $90 000 • Additional Learning and Support Teachersupport has been provided. • Students requiring learning support andadjustments are catered for throughwithdrawal and in–class support. • The Learning and Support Team meetfortnightly to discuss individual student'sneeds and plan targeted interventions.

Quality Teaching, SuccessfulStudents (QTSS)

$83 025 • Visible Learning Impact Coaches releasedto provide mentoring and coaching toclassroom teachers. • Release from face to face teaching for aLearning Support Coordinator. • Mentoring of teachers in targeted areas.

Socio–economic background $10 000 • Additional teaching and learning resourcespurchased to support classroom programs. • Provision of financial support for familiesexperiencing hardship.

Support for beginning teachers $13 000 Development of an individual program ofsupport that includes: targeted professionallearning, release from face to face teaching todevelop teaching and learning programs,write reports and undertake accreditationprocesses, peer observations, and mentoringand coaching sessions.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 243 248 230 210

Girls 190 199 185 180

Student attendance profile

School

Year 2016 2017 2018 2019

K 96.7 95.7 96.2 94.3

1 96.9 96.4 95.3 94

2 96.7 95.7 95.2 96.3

3 96.6 94.5 94.6 95.9

4 96.1 95 94.5 95

5 95.6 94.6 95.4 95.1

6 96.6 93.2 92.8 94.2

All Years 96.5 95.1 94.8 95

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 16.39

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.8

Teacher ESL 1

School Counsellor 1

School Administration and Support Staff 7.02

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,175,493

Revenue 4,605,045

Appropriation 4,325,782

Sale of Goods and Services 14,217

Grants and contributions 251,054

Investment income 8,132

Other revenue 5,860

Expenses -4,520,806

Employee related -3,764,761

Operating expenses -756,045

Surplus / deficit for the year 84,239

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 875,212

Equity Total 264,421

Equity - Aboriginal 5,332

Equity - Socio-economic 10,382

Equity - Language 157,670

Equity - Disability 91,037

Base Total 2,698,213

Base - Per Capita 103,227

Base - Location 0

Base - Other 2,594,987

Other Total 353,746

Grand Total 4,191,593

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 1 2 3 4 5 6

Percentage of students 1.9 1.9 9.4 5.7 9.4 71.7

School avg 2017-2019 0.7 2.7 8.2 9.5 17 61.9


Band 1 2 3 4 5 6


School avg 2017-2019 0.7 2 7.4 18.2 22.3 49.3

Band 1 2 3 4 5 6


School avg 2017-2019 0.7 3.4 4.1 15.6 20.4 55.8


Band 1 2 3 4 5 6


School avg 2017-2019 0 0 8.2 19 45.6 27.2

Band 3 4 5 6 7 8


School avg 2017-2019 2 6.7 9.3 27.3 23.3 31.3


Band 3 4 5 6 7 8


School avg 2017-2019 1.3 4.7 16 27.3 21.3 29.3

Band 3 4 5 6 7 8


School avg 2017-2019 2 4.7 10.7 21.3 31.3 30


Band 3 4 5 6 7 8


School avg 2017-2019 3.3 2 26.7 39.3 20 8.7

Band 1 2 3 4 5 6


School avg 2017-2019 1.4 1.4 8.1 16.2 33.8 39.2


Band 3 4 5 6 7 8


School avg 2017-2019 0.7 5.3 15.9 20.5 29.8 27.8


Parent/caregiver, student, teacher satisfaction

In 2019 the school collected data in relation to the Bring Your Own Device (BYOD) program implemented in Stage 3 thisyear. Online surveys were used to collect data from students, parents and staff.

The student survey questions focused on BYOD or school device use, improvement of students' ICT skills, softwareused to support learning, improvement of students' future focused skills, advantages and disadvantages of BYOD andcontinuation of the program. 82% of student respondents bring their own device to school and 18% use a school device.89% believe that their ICT skills improved in 2019. Students indicated that they use their devices for research,collaboration, creating presentations, publishing work, email, taking notes, playing educational games, drawing, draftingand graphing. Software programs used to support learning included: Microsoft Word, Publisher, Excel, PowerPoint andSway, Minecraft, Internet browsers, music and art programs and G Suite (Google Classroom, Google Slides, GoogleDocs and Google Sheets). In regards to future focused skills 98% said that their collaboration skills had improved, 76%said that their critical and creative thinking skills had improved, 91% said that their innovation skills had improved, and91% said that their problem solving skills had improved. Students believe that the advantages of a BYOD programinclude the ability to access information quickly, working more efficiently, connecting students and teachers throughvarious platforms, being able to use a wide variety of programs, working collaboratively, arms not getting sore fromwriting a lot and that it teaches responsibility. Disadvantages include students not being sensible, having to charge thedevice, reliance on spell check and slow Internet if everyone is on it. 96% of the student respondents would like theBYOD program to continue.

The parent survey questions focused on BYOD or school device use, improvement of students' ICT and future focusedskills, advantages and disadvantages of BYOD and continuation of the program. 24 parents completed the survey. 92%of parents who responded have students who BYOD and 8% have students who use a school device. 75% of parentrespondents believe that their child's ICT skills have improved during 2019 whilst 21% are not sure and 4% (onerespondent) says their child's ICT skills have not improved at all. In regards to future focused skills 70% of parentssurveyed said that their child's collaboration skills had improved, 71% of parents surveyed said that their child's criticaland creative thinking skills had improved, 75% of parents surveyed said that their child's innovation skills had improved,and 71% of parents surveyed said that their child's problem solving skills had improved. Some parents indicated thatthey weren't sure if their child's skills had improved in these areas. Parents noted that the advantages of a BYODprogram included enthusiasm and engagement, skills for the future, confidence, collaboration, expansion of learningopportunities and the teaching of responsibility. Disadvantages of a BYOD program mainly related to cost. Otherconcerns raised included handwriting, amount of screen time, heavy bags, variance of devices and damage. 80% ofparent respondents would like the BYOD program to continue.

The staff survey questions focused on improvement of staff and student ICT skills, software used to support learning,time spent on devices in the classroom, improvement of students' future focused skills, advantages and disadvantages ofBYOD and continuation of the program. 100% of staff completed the survey and said that they believe that both their andtheir students' ICT skills improved during 2019. Devices were used for research, collaboration, creating presentations,publishing work, email, taking notes, playing educational games and drawing. Software programs used to supportlearning included: Microsoft Word, Publisher, Excel, PowerPoint and Sway, Minecraft, Internet browsers and G Suite(Google Classroom, Google Slides, Google Docs and Google Sheets). On average students used their devices 40% ofthe time and all staff believe that students skills in the areas of collaboration, critical and creative thinking, beinginnovative and problem solving have improved due to the BYOD program. Staff saw the advantages of the program asgreater access to resources, new ways of engaging students, developing responsibility, provision of rich learningexperiences, provision of immediate feedback, and increased self direction and reflection in task completion.Disadvantages that were noted included students bringing and charging their devices, troubleshooting and the level ofWi–Fi connectivity at times. 100% of teachers surveyed would like the BYOD program to continue.

The final word from a student – The BYOD program is amazing!


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


2019 rainbow street public school annual report · 2020-04-24 · rainbow street public school is...

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