2016 Regentville Public School Annual Report · The school has worked extensively with neighbouring...

Regentville Public SchoolAnnual Report

2016

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Printed on: 4 May, 2017 of 19 Regentville Public School 2951 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Regentville 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.

Karen Maraga

Principal

School contact details

Regentville Public School28-34 Schoolhouse RdRegentville, 2745www.regentvill-p.schools.nsw.edu.auregentvill-p.School@det.nsw.edu.au4733 1615

Message from the Principal

Regentville Public School is a vibrant and innovative school that is committed to delivering excellence. There is arelentless focus on teaching, learning and wellbeing.

Our school staff is enthusiastic, dedicated and the staff continually develop their professional skills and knowledge sothat they can provide quality education for every child.

The school has worked extensively with neighbouring schools across the Glenmore Park Learning Alliance. Professionallearning for teachers and parents, student opportunities in leadership and enrichment were highlights of the collectivework of the GPLA in 2016.

This year our school hosted an external validation team that reviewed our school self assessment and evidence ofpractice against the School Excellence Framework. Our school was recognised as excelling in the areas of Learning(Learning Culture), Teaching ( Collaborative Practice and; Learning and Development) and Leading (SchoolResourcing).

In semester two Regentville PS was selected as a Bump It Up school to support the Premier's priority that by 2019 therewill be an increase of students achieving in the top two bands of NAPLAN by 8%.

The school’s choir, band and dance groups participated in a number of festivals throughout the year including PenrithValley Performing Arts Festival and Blue Mountains Dance Festival. Regentville PS showcased the artistic talents of allstudents at the innaugral Art Show in 2016. This celebration of work was widely praised. All students performed in ourannual Regentville Rocks extravaganza which is always a highlight on the school calendar.

Regentville PS was the champion school at the District Swimming Carnival and District Cross Country Carnival. A number of our students represented our school at District, Regional and State Levels.

The P & C Association continued to provide outstanding support to the school. They have contributed in decision makingto inform school policy. The efforts of our committed parents in supporting fundraising events throughout the school yearhave allowed the school to offer our students opportunities that they would otherwise not have. The purchase of twoelectronic signs, play equipment and additional computers for the library were generously donated to the school from thefundrainsing efforts of the P&C.

Message from the school community

The Regentville Public School P&C Association (the P&C) consists of parents and friends of the school community who


work together with the school executive and teachers to support a positive environment for our children, and enhanceand extend their experiences at school.

This is achieved through volunteering time to events, fundraising activities, and the operation of the school canteen. TheP&C also support the school with an active interest in the school’s strategies and operations, support on merit selectionpanels, and participation in welcoming new parents to the school, presentation days and special events.

The P&C operated canteen participates in the Fresh Tastes @ School Strategy and provides students with food optionswithin the guidelines set by the Department of Education. During 2017 the P&C will be assessing its school canteenoperations in line with the new Healthy School Canteen Strategy released by the Department of Education, and the P&Cwill support Regentville PS to ensure it is compliant with the new strategy.

In 2016 the P&C canvassed feedback from the school community regarding an online ordering system for the schoolcanteen. As a result of the feedback received, the P&C plan to implement an online canteen ordering service in 2017,which will operate alongside the existing paper bag/cash ordering system.

The canteen is well supported by the school community, and we thank the Canteen Supervisor Mrs Sally Simmons, andthe many volunteers of parent and grandparent helpers, who provide the seamless daily running of the operations of thecanteen.

The P&C provide fundraising opportunities spread throughout the year to limit the financial demands on families. Thediscos run by the P&C operate during the first three terms, and are supported by volunteer parents, teachers and schoolexecutives – the discos are a great opportunity for the children, and teachers, to connect and enjoy the schoolenvironment in a different context.

Other P&C fundraising activities include the Easter raffle, Mothers and Fathers Day stalls, and the sale of food and drinksat the Regentville Rocks and Art show events.

Through the monies raised, the P&C were able to support the students and school community in many various waysincluding the purchase of two school electronic signs, library computers, infant playground equipment, tea–and–tissuemorning for Kindergarten parents, welcoming BBQ for families, funding towards the school's wall mural, sports uniformsand subsidies for students representing the school at Sydney West level or higher.

The P&C is proud of its strong relationship with the school’s executive staff, and our collaborative approach ensuresfunds raised are used in a way that benefits all students. The P&C look forward to continuing to work alongside theschool executive staff in preparing for the school's 150 years celebrations in 2018, and to continue to provide resourcesand equipment for our children at school.

The P&C would like to thank our members for their continued time and input into the P&C. We also thank the teacherswho supported us with their time and assistance during our fundraising activities. To our many volunteers who helped uswith their time, feedback, ideas, in many different ways throughout the year, we appreciate your commitment and supportto ensure that our children have a positive school environment, with facilities and equipment that promotes their welfare,learning, and recreational opportunities.

Anthony Boros

(President Regentville Public School P & C Association)

Message from the students

It has been a privilege and a wonderful experience to be the school leaders of 2016. In this past year, we have learnt somany ways to be better people. Over the past seven years, we have grown up together, laughed, been silly and sharedmany memories. We wouldn't change it for the world!

All of the school leaders have experienced the stress, as well as the dedication needed for leadership roles. As the yearcomes to a close, we have all realised that we are less of a team and more of a family. All of the school leaders attendedthe Leader's Day, held at Glenmore Park Public School, which gave all leaders a birds–eye–view of leadership roles andhow to be a role model.

We would both like to thank Regentville for giving us all these great opportunities for being school leaders. We wouldalso like to thank Mrs Maraga, Miss Bennett and Mr Bamford for all the fantastic things that they have done for us. Manythanks to all the Year Six teachers for this year, without them we would not be where we are now. We would also like togive out a special thank you to Mrs Riches for organising the assembly scripts each week. As Dora the explorer wouldsay "we couldn't have done it without you."

We have had many fun times at Regentville. We wish it was never ending.


Good luck to the 2017 school leaders. We hope you will enjoy it as much as we did and don't forget to "Learn Wisely,Live Proudly."


School background

School vision statement

We are a vibrant and innovative learning community that is committed to delivering excellence within a rich and diverselearning environment. Every student has the opportunity to achieve their personal best through engaged, active learningin a safe, respectful and supportive school.

School context

Regentville Public School has a current enrolment of 715 students. The school has a proud heritage and is looking to thefuture, celebrating learning and learners.

The skilled and dedicated staff provides a balanced and diverse curriculum developing 21st Century learning in a safe,secure environment.

The school runs a variety of programs to enhance the learning and development of its students. These include: • Dance • Drama • Band • Debating • Public Speaking • Premier's Reading Challenge • Premier's Sporting Challenge • Premier's Spelling Bee • Winter and summer sporting programs.

The school performance data on external assessment indicates that the students perform as well as others from SimilarSchool Groups.

The school is one of the 229 schools participating in the Empowering Local Schools National Partnership. The school iscurrently implementing Learning Business and Management Reforms (LMBR).

The school continues to work extensively with partner schools in the Glenmore Park Learning Alliance. The LearningAlliance was formed to foster collegiality through the sharing of skills and knowledge among our staff and communities.

The school has a very supportive and active parent community.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated that Regentville PS is excelling in the elements of Learning Culture (Learningelement), Collaborative Practice and Learning and Development (Teaching element) and in the element of SchoolResources (Leading element).

Learning

Regentville PS consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment. Quality teaching and professional practice areevident in every learning environment, providing students with opportunities to connect, succeed and thrive that arerelevant to their stages of learning and development, and enabling the school community to develop and strengthenpositive relationships. Regentville PS is a ‘Kidsmatter’ school. The rich professional learning opportunities, along with therefinement of structures and practice, has allowed the school to identify and evaluate the effect of wellbeing on studentengagement and achievement. The ‘Kidsmatter’ framework has provided the opportunity to place a spotlight on mentalhealth and nurture the relationships, which underpin the positive climate for individual and collective success. The Social


and Emotional Learning (SEL) implemented through ‘You Can Do It!’ has been instrumental in understanding andcreating, teaching and learning experiences that maximise the opportunity for all students to reach their potential.Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring goodconditions for student learning.

Regentville PS continues to provide programs and teaching pedagogies that develop the skills and understandings of ourstudents. Curriculum delivery integrates technology, library and information services. The school continues to use currentresearch to inform pedagogical practice. Assessment and reporting processes are continuing to develop the student’suse of reflection on their learning. Explicit feedback from teachers guides future learning. Parents are welcomed andencouraged to work in partnership with teachers to set goals for their children, monitor their progress and are providedwith opportunities to understand how they can effectively support their students. Teacher Professional Learning is a keyfocus at Regentville PS where there is a whole school commitment to strengthen and deliver on learning priorities. Theaim is to ensure excellence in the delivery of quality teaching and learning programs in all classrooms to every student.

The school has established strong partnerships with other schools across the Glenmore Park Learning Alliance (GPLA)to enhance curriculum development and pedagogical practice. Our school provides extra–curricular learningopportunities that are significant and support student development. These include in–school and across–schoolopportunities in the arts, sport, and enrichment programs. Walkthroughs and instructional rounds will continue to beembedded as part of the culture at Regentville PS with a greater focus on observing teaching practice across stage andacross schools.

The results of this process indicated that in the School Excellence Framework domain of Learning, Regentville PS isexcelling in the element of Learning Culture. Regentville PS is sustaining and growing in the elements of Wellbeing;Curriculum and Learning; and Assessment and Reporting. In student performance measures the school is delivering.

Teaching

In the domain of teaching, our focus has been on collaborative practice for staff members with professional learning anddevelopment using evidence informed practice as a focal point. Teachers work together to improve teaching and learningin their year groups and stages. The school has embedded explicit systems for collaboration, classroom observation, themodelling of effective practice and feedback to drive and sustain ongoing, school–wide improvement in teaching practiceand student outcomes. Peer observations and feedback on teaching strategies and performance continue to enhanceprofessional practice. PLAN Pods are being effectively implemented where teachers regularly review PLAN data anddetermine the future learning needs of each student. Teachers are actively engaged in planning their own professionaldevelopment to improve their performance. This year teachers participated in strategic professional learning with aspecific focus on formative assessment and feedback. All teachers have identified formative assessment as a goal intheir Performance and Development Plan. Teachers are provided with opportunities to give and receive plannedconstructive feedback from peers and school leaders to improve teaching practice. Classroom observations andwalkthroughs operate within stage groups, across stage groups and within our GPLA to observe pedagogical practice.Processes are in place to provide formal coaching support to improve teaching and leadership practice. Executive teamleaders participate in regular professional conversations with a principal mentor. Teachers collaborate within and acrossstages to ensure consistency of curriculum delivery, including strategies for differentiation and consistency of teacherjudgement. PLAN data is collected across the school and digital data walls are developed and used to guide futureteaching, target interventions and focus the differentiation of teaching. There is a particular focus on improved teachingmethods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings ofeffective teaching strategies in these areas. The staff draw on and implement evidence–based research to improve theirperformance and development. In particular the research of John Hattie, Lyn Sharratt and Michael Fullan and the CentreFor Education Statistics and Evaluation (CESE) inform professional learning and school planning.

The results of this process indicated that in the School Excellence Framework domain of Teaching, Regentville PS isexcelling in the elements of Collaborative Practice and Learning and Development. Regentville PS is sustaining andgrowing in the elements of Classroom Practice; Data Skills And Use; and Professional Standards.

Leading

In the domain of Leadership, our priorities have been in school planning, implementation and reporting, leadership andmanagement practices and processes. Parents and community members have the opportunity to engage in a wide rangeof school–related activities. The school is committed to the development of leadership skills in staff and students. Theschool’s leadership strategy promotes succession planning, distributed leadership and organisational best practice.Teachers are provided opportunities to develop leadership skills and enhance their professional growth in taking onleadership roles within our school including the grade coordinator positions, the leading of curriculum teams as well asleadership roles within the GPLA. Clear processes, with accompanying timelines and milestones, direct school activitytowards effective implementation of the school plan. The school Executive team and Grade Coordinators meet twice perterm to monitor progress in the implementation of planned goals. The school articulates a commitment to equity and highexpectations for learning for each student and is responsive to changing needs. The school acknowledges andcelebrates a wide diversity of student, staff and community achievements. School events and assemblies are alwaysvery well attended. There are opportunities for students and the community to provide constructive feedback on school


practices and procedures. The school uses a variety of procedures to gather information from parents including the TellThem From Me Survey, Surveys on the Skoolbag App, and School Website. Parent forums, goal setting meetings andthe P&C are also avenues for the community to provide constructive feedback. The school plans are published on theschool website, they are reviewed and improved in response to the Premier’s priorities, Department of Education reformsand school evaluation completed each year.

The results of this process indicated that in the School Excellence Framework domain of Leading, Regentville PS isexcelling in School Resources. Regentville PS is sustaining and growing in the elements of Leadership; School Planning,Implementation and Reporting; and Management Practices and Processes.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

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


Strategic Direction 1

Creative Successful Learners

Purpose

To provide all students the opportunity to become literate, numerate, skilful technology users and embrace learning forthe 21st Century.

As confident and creative individuals, with personal resources for future success and wellbeing, students will have theknowledge, understanding and skills to be active and informed citizens.

Teachers will use evidence based teaching strategies to create individual learning paths and foster a joy of learningthrough nurturing, inspiration and challenge.

The Premier's Priority to increase the proportion of NSW students in the top two NAPLAN bands by 8% will be supportedthrough the Bump It Up (BIU) strategy.

Overall summary of progress

The school has maintained its focus on the continuous professional learning of all teachers. In 2016, teachers engagedin professional learning at their individual point of need, in teams and as a whole school. Teachers engaged in learningaround literacy and numeracy where deep data analysis in a collaborative environment, supported decision making andplanning of teaching and learning to support students.

Teachers were supported in their implementation of the geography syllabus through professional learning. Staffmembers continue to be an integral part of our learning community, The Glenmore Park Learning Alliance have madesignificant contributions through collaboration with colleagues to develop and refine the support provided to teachers.

A sustained focus on the development of teachers' skills and understanding to employ and embed a range of formativeassessment strategies and have an increased understanding of visible learning, has been ensured through ongoingprofessional learning, sharing of practice through professional learning communities and through classroomwalkthroughs and lesson study.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Growth for students in all aspectsof literacy and numeracy is aboveDoE average in NAPLANassessments.

A decrease in students performing in the lowerbands in NAPLAN in years 3 and 5 for both literacyand numeracy.

Year 7 data indicates an increase in studentsperforming in the higher bands literacy andnumeracy.

All teaching and learning programs reflect theexplicit teaching of number through TENS (K–2)and TOWN (3–6)

$77,800 (English)

$24,700 (mathematics)

$11,000 (socio–economic)

Increase in the percentage ofstudents in the top two NAPLANbands for reading and numeracyby 8%.

An increase of students performing in the top twobands for literacy and numeracy is indicated in Year3 for both literacy and numeracy and in Year 5 forliteracy.

Year 3 NAPLAN results showed an increase of10.2% of students performing in the top two bandsin reading.


PLAN data indicates one year'sgrowth for one year's learning foreach student.

All teachers are plotting students on the literacy andnumeracy continuums in PLAN.

Teachers engaged in rigorous professional learning






PLAN data indicates one year'sgrowth for one year's learning foreach student.

throughout the year and through the inclusion ofPLAN Pods which saw teachers workingcollaboratively to analyse data, identify trends andplan for future learning.

Next Steps

• The school will continue to use PLAN data, NAPLAN data, PAT test data and internal school measures to create astrong profile around student progress and measure growth with a focus around one year's growth for one year'slearning.

• Regular scheduled times for collaboration of teachers to analyse student data as part of the Bump It Upstrategy will drive the school's goals to support the Premier's priority of increasing the number of students in thetop NAPLAN bands in reading and numeracy by 8%.

• Support for teachers in the implementation of high impact teaching in numeracy will be delivered throughprofessional learning in TENS and TOWN.

• Language, Learning and Literacy (L3) to continue implementation for the second year in Kindergarten, and for thefirst year in Year One.

• A continued focus on formative assessment and the development of visible learning in all classrooms throughongoing professional learning and collegial support.



Inspired Teaching

Purpose

Build capacity through relevant, focused, evidence–based professional learning and development to create a culture forthe school where every staff member is engaged in learning around professional practice at an individual and collectivelevel.

All teachers are committed to identifying, understanding and implementing the most effective teaching methods, usingdata to drive instruction and a high priority is given to evidence–based teaching strategies. Further, high expectations,explicit teaching of skills and content and individualised, timely feedback will guide student progress.


The Self Organised Learning Environments (SOLE) expo held in Term 4 was evidence of the success of the pilot projectheld throughout the year. The SOLE project saw students from five classes across stages two and three workcollaboratively to pose real life problems and utilise various technologies to examine, research and explore solutions witha focus on data to support the thinking. The work throughout the year culminated in the SOLE expo which was attendedby over 50 members of our school community. Students presented their work in an impressive display which received apositive response from all parties; teachers, the community and the students.

Bring your own device (BYOD) was trialled as an integral component of the SOLE project. A policy was developed inconsultation with the school community. This saw approximately 35% of all students involved in the project, utilising theirown devices as a tool for learning.

The digitial data wall continued to be utilised as a tool for ongoing assessment. All teachers now actively engage with thedata wall to not only place their students, but to discuss in teams, the trends, growth and anomalies. The increased focusand use of data in a meaningful context led to teachers increasing their repertoire of visible formative assessmentstrategies through the use of bump it up walls, learning intentions and success criteria. The deep analysis of data hasallowed teachers to set appropriate learning intentions and encourage students to set goals, have high expectations ofthemselves and to monitor their progress by checking their learning against visible success criteria.




100% of teaching and learningprograms reflect the use of datato inform teaching and learningpedagogy and integrate the useof Information CommunicationTechnologies (ICT) to enhancelearning.

Five classes in Years 3–6 embedded the use ofSelf Organised Learning Environments into theirteaching through the SOLE project.

All teaching and learning programs have theteaching and use of ICT skills embeddedthroughout.

Teachers have continued to use Class Dojo or theSeesaw app as a means of communication withparents and sharing of student progress.

All teachers plot student data on the digital datawall and utilise this data to inform planning at theindividual, class and grade level.

$11,000

Performance and DevelopmentPlans (PDP) for all staffdemonstrate reflection ofteaching practice, identification oflearning goals and links to theAustralian Teaching Standards.

In 2016 all staff created a PDP based on DoEpolicy. Staff members further developed theirknowledge of the NESA Australian ProfessionalStandards for Teachers by aligning their goals intheir PDPs to the standards. Staff actively soughtfeedback on their goals through collaboration andmentoring.

$32,000 (QTSS andsocio–economic)


Next Steps

• Continue with the implementation of SOLE into its second year with 2016 team members supporting the new 2017team members. Ensure an increased focus on STEM.

• Expand BYOD to include an increased number of classes using BYOD in 2017. • Further develop consistency in the use of visible learning strategies through ongoing professional learning and

engagement in research. Providing students with the ability through visible formative assessment strategies suchas learning intentions, success criteria and bump it up walls, to articulate what they are learning, why they arelearning and how they know when they are successful.



Connected Cultures

Purpose

To work together as a learning community to build the capacity of all students so that they develop knowledge,understanding, creativity and expertise in all areas of learning to achieve their personal goals and lead successful lives inthe 21st Century.

By accessing intellectual, physical and other community resources, strategic partnerships with the broader communitywill be further developed, creating a community of learners and improved student learning outcomes.


The Wellbeing Framework has continued to provide the foundation to support students to connect, succeed and to thrivein all areas of school life.

Teachers have continued to build upon their prior learning by engaging in learning modules in KidsMatter. Through theirlearning around emotion coaching, teachers also gained an increased understanding to support students whoexperience challenges in their ability to manage complex situations. The school worked alongside the Got It! team aspart of our partnership in Semester Two, to further support students in K–2.

The GPLA has built upon previous work and saw increased participation from the community, staff and students acrossall ten schools in the community of schools. The Young Leaders' Day held in Term One was a fantastic opportunity forour school leaders to form friendships with leaders from other schools within the GPLA, and be exposed and inspired byleaders from our local community.

The RACE Team was developed this year. This initiative focuses on students working together, building relationshipsand resilience and developing effective problem solving skills to tackle day to day challenges. The positive feedback fromstudents, teachers, parents and carers is indicative of the impact on the students who have been involved and speaks tothe success of the initiative. The employment of an SLSO to target the wellbeing and growth of boys in the upper primaryyears, has been another positive asset to the school.




All stakeholders have a greaterawareness and understanding ofthe impact of wellbeing in ourschool community measuredthrough comprehensiveconsultation and surveys of staff,students and parents.

All K–6 students participated in the You Can Do ItProgram, focusing on emotional learning.

All staff engaged in professional learning to furtherdevelop their understanding of the WellbeingFramework.

A school–wide survey conducted in Term 3 utilisedthe presence of parents and the school communitywhen in attendance at Regentville Rocks, to providefeedback on their thoughts and feelings about theschool.

The Tell Them From Me survey was also conductedproviding an avenue for feedback about the schoolfrom teachers, students and parents.

$7,000

An increase in the number ofparents/carers engaged aspartners in their child's learning.

24 families attended the welcome to Regentville PSinformation session and barbeque early in Term 1.

Over 45 families attended each of the meet theteacher nights held at the beginning of the schoolyear.

Coffee Connect commenced in Term 3 promoting





An increase in the number ofparents/carers engaged aspartners in their child's learning.

the coming together in an informal way tofurther foster relationships within the school.

Next Steps

Regentville PS strives for all students to make one year’s growth in their learning for one year’s teaching.Our school hasbeen identified as a Bump It Up school. It is our priority to increase the proportion of students in the top two bands ofNAPLAN reading and numeracy by 8%. Our school will be closely monitoring students in the middle performance bandsof NAPLAN and ensuring that individualised student approaches are used in lesson planning.

This year Kindergarten teachers have been trained and are implementing the L3 program. In 2017, Year 1 teachers willbe trained and will implement the program. The collection of data to drive teaching and learning programs is a key factorto successful implementation. The regular discussion between teachers will ensure that an integrated approach to qualityteaching, curriculum planning and delivery, and assessment promotes learning excellence and responsiveness inmeeting the learning needs of all students.

Regentville PS will develop Bump It Up Walls and goal setting for numeracy and reading while continuing the focus inwriting. Learning Intentions and Success Criteria will continue to be visible for all lessons with students reflecting on theirown success in their learning each lesson. Teachers will develop a sophisticated understanding and use of studentassessment and data. SOLE ‘Tri–Pedagogy’ and the incorporation of 21st Century pedagogies within classroom practicewill continue to be embedded in classrooms across the school.

Regentville PS would like to build more productive relationships with external agencies such as universities, business,industry and community organisations to improve educational opportunities for students.

The school leadership team will continue to develop deliberate and strategic use of its partnerships and relationships toaccess resources for the purpose of enriching the school’s standing within the local community and improving studentoutcomes.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading 94% of Aboriginal students and familiesworked together to create personalisedlearning plans (PLP), through goal settinginterviews.

All students are showing progress across allaspects of both the literacy and numeracycontinuum.

$14,452

Low level adjustment for disability All students who require adjustments andaccommodations are catered for within classprograms and other whole school strategieswith individualised learning plans andtargeted support.

The learning support team meets weekly andutilises a case management approach toassessment and planning.

$69,639

Quality Teaching, SuccessfulStudents (QTSS)

Teachers engaged in walkthroughs in theclassrooms of their peers within their ownstage, across stage and across schools.

Time was allocated to support teachers tohave professional conversations to criticallyreflect on their teaching and to work towardstheir goals as outlined in their Performanceand Development Plans.

$26,815

Socio–economic background Funding allocation within the school allowedfor an increased level of support for teachersto work collaboratively, observe lessons andreceive mentoring support. This wassupported through the cost of a classroomteacher in order to allow a deputy principalposition to focus on professional learning, andthrough the implementation of PLAN Pods inTerm 4 which allowed teachers to criticallyanalyse data and plan collaboratively.

$49,194

Support for beginning teachers All beginning teachers receive additionalsupport and allocated release from face toface teaching in their first two years.Mentoring support, and opportunities forlesson observations were key features of thissupport.

$26,754


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 372 371 389 382

Girls 302 329 341 323

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.8 96 94.7 95.3

1 95 95.9 93.8 93.5

2 95 95.6 94.4 94.2

3 95 94.9 94.9 94.5

4 95.4 94.5 94.6 94.2

5 95.7 95 94.2 94

6 95.6 94.8 93.8 93.8

All Years 95.5 95.3 94.4 94.2

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 25.46

Teacher of Reading Recovery 0.71

Learning and Support Teacher(s) 1.2

Teacher Librarian 1.2

School Counsellor 1

School Administration & SupportStaff

4.47

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

Two members of staff are of Aboriginal and TorresStrait Islander background.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 8

Professional learning and teacher accreditation

Teacher professional learning is viewed as a keyelement in ensuring all teachers are continuallyengaging in research and have the opportunity toreflect collaboratively and individually on theirprofessional practice. Professional learning is closelyaligned to the school's strategic directions.

In 2016 teachers engaged in learning around formativeassessment and visible learning, which was acontinuation of the learning undertaken in 2015.Teachers engaged in professional learningcommunities as a means of supporting one another tofurther develop their formative assessment skills and as


a means of obtaining feedback. KidsMatter modulescontinued to be delivered to staff through professionallearning and teachers also participated in emotioncoaching training provided by the Got It! team.

Teachers who had not previously trained in Focus onReading, participated in this training. All teachers ofYears 3–6 continued their work around TOWN throughprofessional learning sessions and all Early Stage Oneteachers engaged in regular professional learningthroughout the year as a key element of the L3implementation across Kindergarten.

Currently 14 teachers are accredited at Proficiencylevel. One Teacher is accredited at HighlyAccomplished level. In 2016 oneteacher commenced work towards gaining accreditationat Lead level and was supported through theLeadership Development Initiative. A higher levelsnetwork group was established in 2016 with regularattendance of six teachers. A network group was alsoinitiated in the GPLA and saw steady growth ofparticipants over the course of the year.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2016 to 31December 2016.

2016 Actual ($)

Opening Balance 839 476.38

Revenue 5 278 181.00

(2a) Appropriation 5 005 074.15

(2b) Sale of Goods andServices

24 198.41

(2c) Grants and Contributions 235 077.01

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 13 831.43

Expenses -5 429 718.83

Recurrent Expenses -5 411 842.83

(3a) Employee Related -4 812 507.43

(3b) Operating Expenses -599 335.40

Capital Expenses -17 876.00

(3c) Employee Related 0.00

(3d) Operating Expenses -17 876.00

SURPLUS / DEFICIT FOR THEYEAR

-151 537.83

Balance Carried Forward 687 938.55

Regentville PS expenditure is allocated to ensure theefficient operation of the school and to ensure thestrategic directions of the school plan are adequatelyresourced. Review of the budget occurs on a regularbasis. This year an additional teacher and an additionalstudent learning support officer were employed tofacilitate teacher professional learning and studentlearning.

Additional reading resources were purchased tosupport the Bump It Up Strategy in reading.

Financial summary equity funding

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

2016 Actual ($)

Base Total 4 391 370.41

Base Per Capita 39 293.99

Base Location 0.00

Other Base 4 352 076.42

Equity Total 258 932.37

Equity Aboriginal 14 452.27

Equity Socio economic 49 194.04

Equity Language 3 222.05

Equity Disability 192 064.01

Targeted Total 41 006.86

Other Total 178 488.70

Grand Total 4 869 798.35

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 skillsand understandings demonstrated in theseassessments.

2016 NAPLAN data shows growth in the top 2 bandsfor literacy for both Years 3 and 5. Year 3 resultsindicate a growth of 10.2% of Year 3 studentsperforming in the top two bands. 61.6% of Year 5


students made equal to or greater than expectedgrowth in grammar and punctuation. 61.2% of Year 7students who attended the school in 2015 made equalto or greater than expected growth in spelling.

2016 NAPLAN data shows growth in Year 3 data withan increase of students performing in the top two bandsin numeracy for Year 3. A decrease of 5.5% ofstudents in the bottom two bands can also be seen forYear 3 students in the overall numeracy results. Year 5data shows an increase of students performing in thetop two bands in data, measurement, space andgeometry. Year 5 data also indicated overall growth innumeracy with a 3.9% increase in students performingin the top two bands in number, patterns and algebra. Adecrease in students performing in the two bottombands for data, measurement, space and geometry isindicated in the Year 5 data.

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

In Term 4 the school became a part of the Bump It Upinitiative. The target set for the school is in line with thePremier's priority of an increase of 8% of students inthe top two bands in both numeracy and reading by2019. Teachers engaged in the deep analysis ofSMART, PLAN and internal school data to identify theexplicit needs of students. Strong collaborative practicehas been adopted to support the achievement of thistarget. Teachers worked together for three half daysessions across the term to develop skills to accessand analyse data and identify what strategies need tobe put in place to support student growth for a target ofa minimum of one year's growth for one year's learningfor all students.

All Kindergarten students take part in the Best Startassessment upon entry to school. PLAN data hasindicated that by the end of Kindergarten, 95% ofstudents were working at or beyond grade expectedlevels in early arithmetical strategies. In the aspect ofreading texts, 77% of students exited Kindergartenhaving achieved at least one year's growth or beyond.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below.

As part of the "Tell Them From Me" data collectionprovided through The Learning Bar, parents completeda survey to give their perspective of different aspects ofRegentville PS.

The parents gave a score of 0 (low) to 10 (high), forstatements and an average score was calculated. • Parents feel welcome when they visit the school

(8.7) • Parents are well informed about school activities

(8.2) • Written information from the school is written in

clear, plain language (8.5) • Parents can easily speak with their child's teacher

(8.2) • Teachers inform parents when there are

behaviour concerns (7.4)The teachers gave a score of 0 (low) to 10 (high), forstatements and an average score was calculated. • I work with school leaders to create a safe and

orderly school environment (9.0) • School leaders have helped me create new

learning opportunities for students (8.3) • I discuss my assessment strategies with other

teachers (8.3) • Students receive feedback on their work that

brings them closer to achieving their goals (8.3) • I establish clear expectations for classroom

behaviour (9.0)The students in Years 4, 5 and 6 completed a surveyon student outcomes and school climate as part of the"Tell Them From Me" data collection provided throughthe Learning Bar. • Students rate effective classroom learning time as

8.4 out of 10 • Students rate teacher–student relations 8.5 out of

10. • Students rate teachers' expectations for academic

success 8.9 out of 10 • 82% of students in this school have a high rate of

participation in sports. • 83% of students in this school have positive

relationships • 95% of students value student outcomes

Policy requirements

Aboriginal education

The 'Doorways Project' which went through the initialplanning stages in 2015 after approval was sought andgranted from Yarramundi AECG, was implemented in2016. Community involvement was sought anddecisions made about which animals and symbols wererelevant to the local school community. Students andstaff created their own stories together based upon


areas that were specific to the language group of thearea. The project will continue in 2017.

Multicultural and anti-racism education

Harmony Day was celebrated on the 21st March andmany students wore something orange to acknowledgetheir understanding and acceptance of culturaldiversity. Teachers conducted lessons and activities inthe classroom to emphasise the message behindHarmony Day.

The message of acceptance and tolerance is reinforcedthroughout the school at assemblies and in classrooms.Intercultural understanding is embedded in all keylearning areas.

English as an Additional Language or Dialect (EALD)students have been plotted on the EALD scales forEnglish.

Other school programs

Wellbeing Framework for Schools

Regentville PS is committed to strengthening thecognitive, physical, social, emotional and spiritualdevelopment of all students. ‘The Wellbeing Frameworkfor Schools’ (2015), provided structure and inspirationfor the Wellbeing Team to engage in a number ofinitiatives to build an enabling environment for theschool community to connect, succeed and thrive.

As a KidsMatter School, rich professional learningopportunities, along with the refinement of structuresand practice has allowed the school to identify andevaluate the effect of wellbeing on student engagementand achievement. The KidsMatter framework hasprovided the opportunity to place a spotlight on mentalhealth and nurture the relationships, which underpin thepositive climate for individual and collective success.

The Social and Emotional Learning (SEL) implementedthrough ‘You Can Do It!’ has been instrumental inunderstanding and creating, teaching and learningexperiences that maximise the opportunity for allstudents to reach their potential. Through continuedevaluation and flexibility in its delivery, social andemotional learning will continue to be a focus at ourschool.

Upon recognition of the success of ‘Got It!’ in otherschool settings and in the attempt to support studentsexperiencing difficulties, Regentville PS was successfulin accessing this valuable intervention. ‘Got It!’ is aprogram with a focus on learning about andunderstanding emotions and behaviours. All teachersand families of K–2 were responsible for answering aquestionnaire about each child. The team of NSWhealth professionals evaluated the findings and aselection of families were invited to be part of theprogram. They met weekly, in parent and studentgroups with clinical nurse, psychologist, teacher andschool counsellor support. The whole staff participated

in regular professional learning to enable the universalstrategies around emotion coaching, providingstrategies to support all students.

Regentville PS takes great pride and enjoyment inacknowledging and celebrating successes by allstudents and our community. The most formal meansof recognising achievements is through our Blue, Silverand Gold Award system, which is held in very highregard. The other ways that student achievement isacknowledged publicly is through the school newsletter,Facebook posts, Twitter comments andannouncements on assemblies and specialceremonies.

The positive climate that has been created atRegentville PS, enables students to demonstrate pridefor their individual and collective achievements,encourage their peers and celebrate others’ successes.All members of the school community enjoy the cultureof celebration at our school. We are committed tocontinually discovering new ways to provide authenticrecognition of student achievement. ‘Positive EngagedLearners’ is a term that the ‘Wellbeing Team’ created toreinvigorate the initial work the school had done withPBL many years earlier. The term encompassed thenotion that Regentville PS already had many practicesand systems in place to support positive studentbehaviour and celebrations of success.

Our ‘Learning Support Team’ (LST) has beendeveloped to identify, monitor and provide for studentswho require support in their learning and wellbeing. Asa school, we accommodate and differentiate thelearning for all student needs and abilities. The LSTfunctions as another avenue of support for teachers asthey attempt to maximise the learning opportunities forall students. All executive, the Principal, Learning andSupport Teachers and other members of the teachingstaff are part of the team. The team is a point of contactand an incredible source of expertise, as classroomteachers best manage and lead the learning for allstudents. This structure at Regentville PS will continueto support and facilitate effective teaching practice intothe future.

Research identified a need to encourage groups ofstudents in the classroom and in the playground.“Logan’s Program” and the RACE Team are twoinitiatives that were implemented to support boys andtheir interactions with others, along with positivelyengaging in school life. These initiatives have been fluidand driven by the feedback from students, teachers andparents. A future focus is to build upon the currentplatform and strengthen the wellbeing and engagementof girls.

The future focus areas are guided by current research,data collection and evaluative practice. Embedding apositive growth mindset, engaging with the collectiveschool and local community, whilst buildingsustainability of current practice are the primary goals


for the team. Regentville PS is committed to enhancingstudent wellbeing by connecting with and drawing onthe expertise, contribution and support of ourcommunity. This depth of engagement continues tomaximise how our students connect, succeed andthrive.

Achievement in Creative and Performing Arts(CAPA)

Continuing a tradition of excellence in the Creative andPerforming Arts, 25% of students took part inspecialised cross curricular performing and visual artsactivities offered by the many talented teaching staff.Students engaged in performance opportunities atschool assemblies and district festivals such as thePenrith Performing Arts Festival and Blue MountainsDance Festivals.

Students represented in the following creative arenas. • Junior and senior choir and soloists • Senior and junior dance groups • Stage 1 dance group • Boys dance group • Ballroom dance squad • Concert band • Ukulele group

The entire student population celebrated their learningin “Regentville Rocks”, a school community eventshowcasing students singing and dancing to create avibrant show that gave all students a range ofopportunities to attempt new creative outlets.

In 2016 Visual Arts has also been a focus in theschool’s pursuit of creative excellence. As well asstudent entries in Operation Art and involvement inPhotography Club, every student produced art worksfor a whole school art show in Education week.

Sport

During 2016 all students at Regentville PS participatedin the Premier’s Sporting Challenge, while students inYears 2–6 were given specialist coaching in tennis,hockey, AFL, yoga and zumba.

At the representative level the school competed in thePenrith PSSA competitions in cricket, softball,basketball, newcombeball, rugby league, AFL, netballand soccer.

The boys basketball and newcombeball were winnersof their respective competitions.

The school was also successful in winning the PenrithPSSA Swimming and Cross Country Carnivals andfinished second in the Athletics Carnival.

A number of students were selected to representSydney West in NSW carnivals.

Regentville PS entered three teams in NSWPSSAKnockout competitions. The boys basketball were

Sydney West Champions while the girls basketballteam finished in the final 16 in the state. The netballteam reached the finals of the Sydney West Draw.

In rugby league the school won the Panthers Trophycompetition and proceeded on to finish third in theNSW All Schools Carnival. The Greg Alexander Shieldteam were crowned Sydney West Champions.

In cricket, boys and girls teams participated in the MiloCup. The girls were undefeated district championswhile the two boys teams entered by the school playedeach other in the final of the District competition. The Ateam were successful and competed strongly at theregional carnival.

Student Voice and Student Leadership

Regentville PS encourages leadership in many formsacross the school.

Formal voting processes are put in place to elect 6school prefects, including 2 school captains, from Year6, house captains (Year 6) and vice–captains (Year 5),SRC representatives from each class K – 6. Studentsare specially selected for leadership roles in fields suchas Librarians (Year 6), and Technology team (Year 5and 6).

Each class across the school K–6, have opportunitiesto lead school assemblies. All Year 6 students arebuddied with a Kindergarten student. They meet eachweek for recess, to have a chat, get to know eachother, and engage in activities together such as readingand craft.

Regentville PS also offers opportunities to meet andwork with students from schools in the Penrith region,with representation in sport, choir, band,and debating. Our students are engaged in GPLAactivities including Leadership Day, Maths challenge,and Enrichment afternoons.


2016 Regentville Public School Annual Report · The school has worked extensively with neighbouring...

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Transcript of 2016 Regentville Public School Annual Report · The school has worked extensively with neighbouring...