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Rydalmere East Public School

Annual School Report

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Our school at a glance

Students

In 2011 Rydalmere East Public School had six mainstream classes K-6, an onsite preschool with a 2 day and 3 day program catering for 20 students each and two support classes for students with autism. During the year the enrolments increased and the extra teacher staffing allocation was used to provide support for the Years 3-6 classes as it was too late in the year to restructure classes.

Significant programs and initiatives

During 2011 students at Rydalmere East Public School were provided with opportunities to participate in a range of activities beyond the mandatory curriculum requirements. Extra activities included:

Instrumental and choral music such as string ensemble, choir and recorder group

Wakakirri Dance group

Debating and Public speaking

University of NSW International Competition and Assessments

Environmental and gardening group

Student achievement in 2011

In NAPLAN Years 3 and 5 students achieved outstanding results in Grammar and Punctuation and school growth in this area was above state.

100% of Year 3 students who sat NAPLAN achieved at or above minimum standard for writing, spelling, grammar and punctuation and numeracy.

Messages

Principal’s message 2011 was certainly an eventful and exciting year for our students and school. Some of the highlights include:

Winning the Wakakirri Division 1

competition! Our performance of The

Last Orang-utan on the huge Sydney

Entertainment Centre stage was

moving and emotional. The students

were outstanding and our dance

reinforced a powerful message about

caring for our environment both

locally and globally. Our school also

received the Best in Public Award for

exemplary behaviour and Live Pop

Singing Award for the solo by

gorgeous Kayla in Year 1

Being nominated as the Australian

representative school for the Get-Set UK linking program for the London Olympic Games. Our link school is Sherwood Park

Community Primary School in Kent

and students and teachers are in

communication, sharing ideas and

resources across the world and

gaining firsthand experience of world

time zones.

Receiving an award for Outstanding

Achievement in Innovative use of ICT

in Learning

Lesley Coker (Assistant Principal)

receiving an award in recognition for

outstanding leadership and teaching

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An oval upgrade that included

returfing and the construction of

steps and viewing seats for our upper

oval. This enhanced our beautiful

grounds and amazing views.

Purchasing new equipment, as

requested by students in class

surveys, for our Games Shop. New

cubby houses in the main playground

and the preschool were also

constructed as part of this initiative

Installation of latest multiple user

interactive whiteboards boards

in the preschool, support classes and

extra teaching classroom. Our school

is now fully interactive!

Thank you to our wonderful students, hard

working and supportive parents and

dedicated and passionate teachers for your

contributions to our successful year.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Keryn Hinchcliffe

Principal

P & C and/or School Council message What a year it has been. We have watched

our school grow and change.

I would like to thank everyone for their hard

work and support throughout the year. The

P&C continues to benefit from this

unwavering support, as too does REPS. The

P&C is here to provide practical, social and

financial support to our great school. I know

that this level of support will only grow over

time.

The REPS students have been involved in so

many activities this year. Both curricular and

extra -curricular. The teachers have been as

committed as always. Yet behind them, and

behind the students have been our core

group of committed P&C parents.

We have seen some new faces emerge this

year to assist with the canteen, the Bunnings

BBQS, the Dance-A-Thon the Disco and the

Mother’s Day and the Father’s Day stalls.

P&C sausage sizzle at DHA information day

Not only have we raised money this year, we

have also spent it. We have raised funds for

sports equipment, for Wakakirri, for a

covered play area, hall disco lights, garden

equipment and many other things.

The REPS P&C is a small, very involved group.

It is, however, what we accomplish as a

group shows our true abilities. I would like to

give thanks to everyone who has assisted in

some way throughout the year. If it wasn’t

for all your efforts, there wouldn’t be a P&C.

The P&C has gone from strength to strength

through the year. It is only with the support

and co-operation of all the parents, all the

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students, the staff and the participation of

the wider school community that this has

been possible. It is this cohesiveness that that

makes our little school so big in spirit.

Mel Langford

P&C President 2011.

Student representative’s message

Rydalmere East P.S provides a lot of

opportunities for its students. Our 8 years at

Rydalmere East have been interesting. We

had the hall, sandpits, admin building,

undercover walkways, amphitheatre, oval

upgrade and a lot more school improvements

have happened while we have been here.

REPS is a school that has given us a wide

range of opportunities. All students have

been able to participate in activities like PSSA

sport, Choir, Strings, Debating and Wakakirri.

Our Junior PSSA team won the competition in

2011 and our Wakakirri performance was the

state award winner. Our school also received

the “Best in Public” award for outstanding

behaviour on the day.

All our classes have continued to use

technology in 2011. We are all able to

regularly visit and use the MTC, we all have

Interactive in the classrooms and we have all

participated in a lesson in the connected

classroom. During our lessons with the

teacher we are able to use technology to

present our work and help us understand

what we are learning. We also received the

regional award for the innovative use of ICT

in the classroom.

We would like to thank all our teachers for

the fantastic opportunities we have had at

REPS and we would also like to welcome the

new kindergarten students and wish them

well with the many opportunities they will

have at REPS.

Sara-Jayne Sharp and Jaedan Calder

School Captains 2011

Jaedan and Sara -Jayne with the official

plaque for the opening of the school

administration building.

Student information

It is a requirement that the reporting of information for all students must be consistent with privacy and personal information policies.

Student enrolment profile

0

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40

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120

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2007 2008 2009 2010 2011

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Enrolments

Male Female

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Class sizes

Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2011 Class Size Audit conducted on Monday 21 March 2011.

Structure of classes

An increase in enrolments throughout the year resulted in increased staffing allocation late in term 3. The extra teacher was used across the primary grades to support student learning rather than a restructure of classes.

Student attendance profile

Student attendance is consistently above both state and region.

Management of non-attendance

Student attendance is closely monitored. In

event of poor or non-attendance, the school

works with each family on strategies to assist

and improve regular attendance. Students

with outstanding attendance are recognised

each term and on Presentation Day at the

end of the year.

Staff information

It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Staff establishment

Position Number

Principal 1 Assistant Principal(s) 2 Classroom Teachers 5 Preschool teacher 1 Special education Teachers 2 Teacher of Reading Recovery .315 Support Teacher Learning Assistance

.4 Teacher of RFF .846 Teacher Librarian .4 Teacher of ESL .4 Counsellor .3 School Administrative & Support Staff

5.274 Total 18.935

An increase in enrolments throughout the year that resulted in increased staffing allocation is included.

Each Assistant Principal is responsible for a

team consisting of two stage groups, one

support class teacher and relevant support

staff such as the teacher librarian and ESL

teacher. There are no Indigenous staff

members at the school.

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75

100

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Student attendance rates

School Region State DEC

Class Sizes

Roll class Year

Total per

year

Total In

class

1 K K 20 20

2 K/1 K 6 20

3 1/2C 1 8 23

4 K/1 1 14 20

5 1/2C 2 15 23

6 3H 3 29 29

7 4/5B 4 20 31

8 4/5B 5 11 31

9 5/6K 5 16 29

10 5/6K 6 13 29

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Staff retention

There were very few staff changes in 2011.

Ms Jenny Riley was successful in gaining a

promotions position and took up her position

as Assistant Principal at the start of Term 3.

Our long serving School Administration

Officer Mrs Lorraine Ralla has been on long

term leave from the middle of Term 3

because of ill health.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 68%

Postgraduate 32%

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Tied funds include expenditure for teacher professional learning, the oval upgrade and integration support for students.

The school canteen is operated by the P&C.

School and community sources income includes monies from hiring of facilities and preschool contributions.

Extra curricular dissection includes gifted and talented programs, computer education, Wakakirri, Awards, PSSA sport, the games shop and the school choir.

A full copy of the school’s 2011 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary: 30/11/2011Income $

Balance brought forward 256576.54Global funds 133266.64Tied funds 129445.40School & community sources 70514.30Interest 12425.43Trust receipts 9374.15Canteen 0.00Total income 611602.46

ExpenditureTeaching & learning Key learning areas 16165.86 Excurs ions 6634.66 Extracurricular dissections 29789.52Library 4018.88Training & development 1187.10Tied funds 150587.57Casual relief teachers 36679.53Administration & office 38842.49School-operated canteen 0.00Utilities 20742.55Maintenance 35405.21Trust accounts 10659.06Capital programs 0.00Total expenditure 350712.43Balance carried forward 260890.03

School performance 2011

Achievements

Arts

In 2011, the School Choir and Community String Group performed in Celebrating the Arts at the Parramatta Riverside Theatres.

The String Ensemble successfully gained a place in the Instrumental Festival held at the Sydney Opera House.

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60 students from K-6 participated in Wakakirri, a national competition which tells a story through dance. Our story was about endangered Orangutans in Borneo. The performance won 1st place in both the Sydney and NSW competition.

Sport

The infants sport program included: gross motor activities (supported by parent volunteers), ball skills, modified games and dance. Students were involved in a variety of activities that developed specific sports skills and working as a team. Groups were rotated through all activities, building stamina and endurance as well as skills essential for healthy living for an active lifestyle. The infants (K-2) also participated in the K-2 annual athletics carnival, the K-2 ‘water play’ carnival and the school’s cross country carnival. The primary sport program includes in school sport and participation in PSSA sports each term. The Junior Soccer team won their competition while both senior and junior cricket teams were semi-finalists. Several students were successful at the zone cross country and represented the Area at the next level of cross country competition. In athletics, one student represented at Area level. Several boys were successful in being selected for the zone soccer team.

Fundamental Movement Skills continue to be taught to classes. These skills are incorporated in the school’s PDHPE K-6 scope and sequence.

Preschool

Rydalmere East Public School has an on-site preschool. The preschool is for the prior to school year and preference for placement is given to students with siblings at the school and families in our local area.

The preschool offers two sessions, a three day and two day a week program. An

appropriate educational program for students in their prior to school year prepares them for starting school and life.

An effective kindergarten transition program has been developed to ensure a smooth progression into their first year of school. This includes several sessions of mini kindy in term 3 and playsessions and orientation day during term 4. Preschool students also participate in many special school events making transition into our kindergarten class stress free.

As well as being involved in many school events and excursions, the students perform their own special Christmas concert at the preschool graduation day.

Preschool teachers have attended several professional development sessions about the Early Years Learning Framework (EYLF) and have taken part in the Bilingual Language Learners research project. The preschool is already implementing the EYLF in their program.

This year, the preschool was fortunate enough to take part in the Living Eggs program which involved watching chickens hatch from their eggs and caring for them for the remainder of the two week program. This was a successful experience, one which we plan to repeat next year.

Debating

Rydalmere East Public School was represented by two debating teams in 2011. One team competed in the statewide Premiers Debating Challenge and the second team competed in the local Western Sydney Friendly Debates.

Four of the debaters had the opportunity to attend a two day Western Sydney Region Debating Camp in Katoomba. Students participated in numerous workshops coverings all the important aspects of debating and provided them with an excellent grounding on which the students built upon throughout the year.

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As always, terms two and three were the busiest, with lots of debates needing to be organised, prepared for and sometimes hosted. Hosting debates required additional preparation and organisation but was well worth the effort as the whole school community benefits from the experience.

Well done to the students who participated in the debating teams who not only learnt invaluable life skills that will continue to serve them throughout their educational journeys but also admirably represented their school wherever they debated.

Academic

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Yr 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

Literacy – NAPLAN Year 3

Results in year 3 literacy were very pleasing. The focus on writing is evidenced by students moving into the higher bands for writing and grammar and punctuation

Reading

Writing

Spelling

Grammar and Punctuation

1 2 3 4 5 6

1 4 8 6 3 3

4.0 16.0 32.0 24.0 12.0 12.0

1.2 14.0 26.7 18.6 22.1 17.4

3.3 11.8 18.4 23.5 17.9 25.0

4.6 12.2 19.4 21.1 16.6 26.2

415.6

State DEC

417.2

SSG

381.2

School

Average score, 2011

Skill Band Distribution

Number in Band

Percentage in Band

School Average 2008-2011

SSG % in Band 2011

State DEC % in Band 2011

Band

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Bands

Percentage in bands:Year 3 Writing

Percentage in Band

SSG % in Band 2011


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Percentage in bands:Year 3 Spelling

Percentage in Band


SSG % in Band 2011



1 2 3 4 5 6

0 1 5 7 9 4

0.0 3.8 19.2 26.9 34.6 15.4

0.0 9.3 14.0 29.1 31.4 17.4

4.0 7.3 15.8 23.8 22.7 26.4

5.6 7.8 16.2 24.2 20.7 25.5

SSG State DEC

Average score, 2011 424.3 427.5 422.9

School


SSG % in Band 2011

Percentage in Band

Number in Band

Band


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Numeracy – NAPLAN Year 3

Literacy – NAPLAN Year 5

Reading

Writing

Grammar and Punctuation

Spelling

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5

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Bands

Percentage in bands:Year 3 Grammar & Punctuation

Percentage in Band


SSG % in Band 2011


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Bands

Percentage in bands:Year 3 Numeracy

Percentage in Band


SSG % in Band 2011


1 2 3 4 5 6

0 3 6 10 4 3

0.0 11.5 23.1 38.5 15.4 11.5

2.4 8.3 22.6 32.1 19.0 15.5

2.4 13.1 19.9 28.3 20.8 15.7

3.5 13.6 20.8 25.7 20.0 16.4

State DECSSG

403.0 400.9

Band

Number in Band

Percentage in Band


SSG % in Band 2011


School

Average score, 2011 397.3


3 4 5 6 7 8

2 3 7 10 3 4

6.9 10.3 24.1 34.5 10.3 13.8

7.8 14.3 33.8 20.8 9.1 14.3

6.0 12.2 30.2 21.3 16.9 13.4

8.8 12.6 27.0 19.9 17.5 14.3

Band

Number in Band

Percentage in Band



SSG % in Band 2011


489.0491.2487.1Average score, 2011

State DECSSGSchool


3 4 5 6 7 8

4 3 7 11 4 0

13.8 10.3 24.1 37.9 13.8 0.0

4.4 6.7 29.8 29.5 19.5 10.1

5.6 8.4 32.7 29.2 15.7 8.4

School State DEC

469.1 496.5 486.6

Band

SSG

Average score, 2011


Number in Band

Percentage in Band

SSG % in Band 2011

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Bands

Percentage in bands:Year 5 Grammar & Punctuation

Percentage in Band


SSG % in Band 2011


3 4 5 6 7 8

3 5 9 6 5 1

10.3 17.2 31.0 20.7 17.2 3.4

5.2 16.9 24.7 20.8 26.0 6.5

3.6 9.7 21.8 26.1 20.9 18.0

5.8 10.1 25.2 25.7 20.2 13.1

School SSG State DEC

Average score, 2011 463.4 493.7


Band

Number in Band

Percentage in Band


SSG % in Band 2011


506.9

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Numeracy – NAPLAN Year 5

Progress in literacy

Progress in numeracy

Minimum standards

The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for Years 3, 5, 7 and 9.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Students in our support classes are exempt from sitting NAPLAN and are reported as not achieving the minimum standard.

3 4 5 6 7 8

2 7 6 9 4 1

6.9 24.1 20.7 31.0 13.8 3.4

3.8 25.0 27.5 26.3 8.8 8.8

2.5 9.2 30.6 27.4 13.6 16.6

5.0 11.3 28.8 27.6 12.4 14.8


Band

Number in Band

Percentage in Band


SSG % in Band 2011


503.9 495.9


Average score, 2011 465.8

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Average progress in Reading between Year 3 and 5


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150

2008-2010 2009-2011

Pro

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Average progress in Grammar & Punctuation between Year 3 and 5


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2008-2010 2009-2011

Pro

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Average progress in Spelling between Year 3 and 5


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100

150

2008-2010 2009-2011

Pro

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Average progress in Numeracy between Year 3 and 5


96.0

100.0

100.0

100.0

100.0

Percentage of Year 3 students achieving at or

above minimum standard (exempt students

excluded)

Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

82.8

86.2

89.7

89.7

89.7

Reading

Writing

Spelling


Numeracy



included)

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Significant programs and initiatives

In 2011 Rydalmere East Public School continued to provide a diverse range of extra-curricular experiences and programs for students.

Aboriginal education

Very few Indigenous students are enrolled at Rydalmere East Public School. We promote opportunities for Indigenous students to fulfill their potential. Aboriginal perspectives are incorporated in all Connected Outcomes Groups (COGs) units of work. All students learn about Aboriginal history, culture and contemporary Aboriginal life in Australia today. The Aboriginal flag is raised each day beside the Australian flag and the acknowledgement of country is observed at all weekly assemblies and school events.

Multicultural education

Approximately 43% of Rydalmere East Public School students are from language backgrounds other than English. The school has an allocation of 2 days a week for English as a Second Language (ESL) teacher. This teacher works with and supports the classroom teachers in providing quality literacy and numeracy programs. Students newly arrived from overseas who do not

speak English also receive individual instruction.

The school proudly promotes the values of our multicultural society and creates an atmosphere of acceptance, significance and respect for each other. Teaching and learning activities are culturally inclusive and develop understanding of cultural, linguistic and religious difference.

National partnership programs

In 2011 Rydalmere East Public School was involved in the Centre for Excellence program. The focus for this was providing support for our school priorities in Literacy and Numeracy and teacher quality. Opportunities were provided for teachers from our community of schools to observe each other’s lessons and engage in discussion and reflection. Feedback from staff indicated that this was a valuable learning experience.

All students were given access to the Mathletics program and teachers were involved in professional learning for Newman’s Error Analysis.

Environmental Education for Sustainability / Community Partnerships

In 2011, Rydalmere East Public School continued meeting significant environmental outcomes through the implementation of the School Environment Management Plan and CarbonKids Action Management Plan. Students, in partnership with parents and teachers, participated in a number of environmental initiatives.

This year saw the introduction of the ‘School Commitment Program’ where the responsibility of environmental issues within our school were shared by all primary students (Years 3-6) and their teachers. For twenty minutes, on a weekly basis, students were rostered to collect recycling, collect compost, water plants, weed gardens, care for the worm farm, churn the compost bins, spread bark over the gardens, work in the vegetable garden, pick up rubbish and rake

93.1

86.2

89.7

89.7

93.1



excluded)

Reading

Writing

Spelling


Numeracy

90.0

83.3

86.7

86.7

90.0



included)

Spelling

Writing

Reading


Numeracy

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leaves. On occasions, students had the opportunity to change roles. All students received an opportunity to become more environmentally aware and they have all developed a greater sense of school pride. This year has seen an increase in materials being collected in the school and recycled both through the council kerbside collection and composting/worm farming.

Keeping our school gardens weed free and welcoming!

Students also participated in a number of national environmental celebration and action days: cleaning up the school grounds on Clean Up Australia Day for Schools, participating in National Walk to School Day, and planting trees on National Tree Day.

Veggies and fruits from out garden

Students, teachers and parents continued working together on keeping our gardens beautiful by regularly maintaining and improving them. Every Thursday morning

before school, interested students and parents worked together weeding and watering the gardens.

Tending to our veggie gardens

The now very well-established vegetable garden continues to educate, whilst producing healthy organic produce. With excitement, joy and pleasure, children have harvested beans, corn, carrots, lettuce, capsicum, cucumbers, red and white onions, shallots, spring onions, leeks, celery, parsley and so much more. Citrus trees have been planted this year and they have become well-established. A passionfruit vine and watermelon seeds have also been planted. Pretty, sweet peas that were planted, now climb a wire frame and children have learnt how to gently pick posies which they happily give to parents and staff. Numerous frog homes (bromeliads) have been planted in the rainforest garden. There are two other established vegetable and herb gardens, one in the preschool and one adjacent to the ASD classroom.

During 2011, students in all classes studied a number of units encompassing environmental outcomes. These included “Growth and Change”, “Ecosystems and Biodiversity”, “Local and Global Issues” and “Working Together to Make Informed Choices”. Year 5 had the opportunity to attend an environmental tree planting day out at Abbotsbury and Years 3 and 4 spent a day at Penrith Lakes Environmental Centre where they participated in a variety of activities associated with plants, bugs, water creatures and ‘yowies’!

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Eight students attended a Carbonkids’ Climate Change Workshop at the Field of Mars Environmental Centre. Leading CSIRO scientists addressed the children on a number of climate change issues. Children had the opportunity to handle a variety of solar powered machines and gadgets which have the technology to improve the world’s sustainability. Each student was asked to bring an environmental idea or design with them on the day. The students had the opportunity to share and discuss their designs with scientists, who each gave positive suggestions, encouragement and feedback. Our students were thrilled!

Students performed for the first time in Wakakirri. The REPS performance was based on the plight of the orangutans in Borneo that have had their habitat destroyed so that palm oil plantations can be established. This was a Carbonkid opportunity for our students to make a difference at a global, rather than

local level. Through the Wakakirri performance, our students raised awareness beyond our local community about the orangutans’ plight. Our students and their families are aware that many food products contain palm oil. This awareness empowers them to avoid purchasing and eating products that contain palm oil. This message has now been spread to the wider community. Our school has sponsored a baby orangutan and one of our teachers visited Borneo in November to visit the orangutans and learn more. Many Wakakirri props and costumes were created from reused and recycled materials. In fact, those props and costumes have already been borrowed by another school to be reused in their local school play.

Technology

Educating students to be effective and knowledgeable citizens of the 21st Century is a focus at Rydalmere East Public School. We recognise the need for students to develop the skills needed to be thoughtful producers, creators and consumers of information. Consequently the students are provided with a spectrum of both engaging and educational experiences to enhance and develop their digital literacy skills.

The integration of Collaborative Planning, Programming and Teaching (CPPT) within the school timetable allows classroom teachers and the teacher/librarian to plan and teach lessons together that focus on embedding information literacy skills and Information Communication and Technology (ICT) skills

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within the context of the units of study. Web 2.0 tools are used extensively in these lessons to engage students in interactive learning experiences which are motivating and meaningful.

Early Stage 1 and Stage 1 students used a variety of Web 2.0 tools. Discovery Box was used to create web based personal treasure boxes that they could share with their families online; Vokis to convert their writing into talking avatars whilst Mixbook, Photopeach and Animoto were used to create online stories. Some highlights for Stage 2 including creating multimedia posters using GlogsterEdu and the use of Flip cameras to make mini movies. Stage 3 students had the opportunity to immerse themselves in a 3D virtual world called Quest Atlantis. Quest Altlantis allowed students to complete missions that taught them about cyberbullying and the importance of internet safety, bringing together the best of education and gaming.

The Connected Classroom was another form of technology that provided motivating and engaging learning experiences for both staff and students. Students participated in video conferences where they were able to: attend writing workshops lead by successful published Australian authors and illustrators such as Ursula Dubrosarsky, Susanne Gervay, Tobhy Riddle and Aleesah Darlinson; connect with classes from other schools and share lessons; participate in a cartooning workshop run by an international cartoonist from America and participate in science lessons organised by Lachlan Macquarie College.

Clearly we had a very busy and rewarding year integrating technology learning into the curriculum throughout the whole school. We are very proud of the fact that all this hard work did not go unnoticed as Rydalmere East Public School was awarded the Western Sydney Region Excellence in Education Award for Innovative use of ICT in learning.

Progress on 2011 targets

Target 1

Increased levels of literacy achievement for

every student

Our achievements include:

55% ( target 50%) of Year 5 students achieving or exceeding state above growth in NAPLAN in spelling and 62% (target 55%) in reading

Increased percentage ( target 60%) of Year 3 students achieving Band 4 or higher in NAPLAN :

77% for grammar and punctuation

70% for Spelling

68% for writing

58% for reading

Year 5 students achieving band 6 or higher in NAPLAN (target 70%)

72% for spelling

70% for grammar and punctuation

School wide implementation of rich teaching and learning activities to cater for all students using a range of thinking tools ( Blooms, six thinking hats)

Target 2 Increased levels of numeracy achievement for

every student

Our achievements include:

No students in Year 3 achieved in lowest band for numeracy in NAPLAN

increased percentage of Year 5 students performing in highest 3 bands for numeracy in NAPLAN

Stage 3 students successfully participating in video conferences for Mathematics as part of Lachlan Macquarie College Gifted and Talented program.

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Target 3

Improved student outcomes through the Innovative use of interactive technologies for learning, teaching and for teacher professional learning

Our achievements include :

Western Sydney Region Excellence in Education Award for Outstanding Achievement in Innovative use of ICT in Learning

increased staff expertise in integrating technology into regular and effective classroom practice within the Quality Teaching framework

Successful implementation of Collaborative planning and programming initiative

Achievement of school targets for improved student outcomes

Key evaluations

It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2011 our school carried out evaluations of Learning and Human Society and its Environment.

Educational and management practice

Learning

Background

The DEC school map survey for learning was utilized to survey parents and teachers.

Students were surveyed using the school life questionnaire.

Findings and conclusions

Most parents feel very positive about their child’s learning environment. Some responses indicate that teachers do not regularly talk with parents about their child’s learning.

Some parents indicated they were unable to answer some survey questions about teachers’ learning.

Overwhelmingly students feel positive about their learning indicating that the work is relevant, useful and interesting. Student responses indicate that they feel confident and happy at school.

Future directions

Ensure that parents are aware that they can request interviews with their child’s teacher throughout the year and do not have to wait to be invited or be confined to the scheduled parent/ teacher interview dates.

Include updates about teacher learning and the effect on staff and student outcomes in school communication such as the newsletter and website.

Curriculum

Human Society and its Environment (HSIE)

Background

In 2011 our strong focus on innovative use of technology in teaching and learning provided opportunities for students to engage in a variety of exciting activities in the HSIE units of work that also promoted independent learning and choice.

Year 4 students developed, wrote, acted in and produced short films about early convicts sent to Australia. These films were part of the Education Week displays for our school community and included discussion of the many skills and actions required to achieve the final product. Early Stage 1 and Stage 1 students used a variety of Web 2.0 tools. Discovery Box was used to create web based personal treasure boxes that they could share with their families online; Vokis to convert their writing into talking avatars whilst Mixbook, Photopeach and Animoto were used to create online storiesas part of their of their unit on Our Families. Parents were invited to a special presentation of the students technology work.

Stage 1 students had the opportunity to choose a type of energy and present information in any medium.

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The parent survey included an overview of the skills values and understandings developed through HSIE studies and a list of the units studied by each stage.


The majority of survey responses indicated that parents had a greater understanding of the purpose of HSIE and how it links with other key learning areas. The responses also indicated that while students were developing their skills and understandings and ability to acquire information and use the inquiry process, some students do not ask questions at home related to HSIE topics or independently search for more information.

It was disappointing that many parents had not attended the presentations of student work.

Future directions

To continue to develop effective 21Century learners using strategies such as using technology, working collaboratively and independently.

To provide opportunities for parents to fully understand their child’s developing skills and understandings through work sample presentations and parent forums when relevant.

Parent, student, and teacher satisfaction

In 2011 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.


The general findings of the community survey were that overall the school was maintaining a focus on literacy and numeracy while offering a wide variety of extra opportunities for the students. As a result of the regular student welfare information and updates in the school newsletter throughout the year

parent satisfaction in this area has improved from the previous year.

Some parents had concerns about how the school provided assistance for students who required extra support. The school website was not frequently used by many parents and needed to updated more frequently.

Student responses reflected that they were happy and had a sense of belonging and overall that school was a positive experience.

Future directions

The school will consider how to more effectively communicate how we cater for a range of student needs.

The school will explore the DEC website options to allow for more user friendly website that can be updated regularly and easily.

Professional learning

Professional learning of staff supports the achievement of school targets as stated in the 2009 – 2011 school plan and the individual professional learning plans of teachers.

In 2011 the school’s major focus areas for teacher professional learning were:

Programs and strategies to improve student literacy and numeracy outcomes.

Sharing of best practice in the use of interactive whiteboards (IWBs)

Building teacher capacity to provide high quality learning opportunities for students

Effective and innovative use of technology in the classrooms

Enhancing leadership skills for aspiring executive

Professional development was implemented in-school and accessed through on-line and out of school courses.

School planning 2012—2014

The school planning policy provides direction for the preparation and implementation of school

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plans including the identification of priority areas, intended outcomes and targets that are consistent with the NSW State Plan and the Department’s planning documents.

School priority 1

Literacy and Numeracy

Outcome for 2012–2014 Increased levels of literacy and numeracy achievement for every student

2012 Targets to achieve this outcome include:

School growth in reading, spelling and numeracy in NAPLAN matches or exceeds state.

Increased percentage of Year 5 students achieving in top 2 bands for reading, spelling and numeracy in NAPLAN

At least 90% of ES1 and S1 students achieve regional reading targets

Strategies to achieve these targets include:

Collect and conduct in depth analysis of internal and external data to inform and class programs, and student grouping for literacy and numeracy

Identify and share effective evidence based teaching practices for students achieving in higher bands

Extended intensive literacy and numeracy sessions each day

School priority 2

Leadership and Management

Outcome for 2012–2014 Strengthened teacher and school leadership capacity to support sustainable school improvement at all levels

2012 Targets to achieve this outcome include:

leadership development and capacity building of all executive, aspiring executive and teachers

Increase in parent and community engagement in school life

Strategies to achieve these targets include:

Build leadership capacity of staff through various opportunities such as; leading in- school implementation of new syllabus, accessing PLLD resources and tools to enhance leadership skills, coaching and mentoring

Staff participation in the team leadership for school improvement program

Revitalise school website and facilitate school blog for open community discussions

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Keryn Hinchcliffe - Principal

Lesley Coker – Assistant Principal

Mitchell King – Assistant Principal

Mel Langford – P&C President

Angelique Brown - Teacher

Daria Ivanek – Teacher/Librarian

School contact information

Rydalmere East Public School

Spurway Street Ermington NSW 2115

Ph: 9638 2250

Fax:96380191

Email: [email protected]

Web: www.rydalmeree-p.schools.nsw.edu.au

School Code: 4123

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr

http://www.rydalmeree-p.schools.nsw.edu.au/

http://www.schools.nsw.edu.au/asr

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