2019 Rukenvale Public School Annual Report · 2020. 5. 18. · Introduction The Annual Report for...

Rukenvale Public School2019 Annual Report

3013

Printed on: 18 May, 2020 of 16 Rukenvale Public School 3013 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Rukenvale Public School as an account of the school'soperations and achievements throughout the year.

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

School contact details

Rukenvale Public School2303 Summerland WayRukenvale, 2474www.rukenvale-p.schools.nsw.edu.aurukenvale-p.school@det.nsw.edu.au6636 4151

Message from the principal

Rukenvale is a school that prides itself on providing a unique learning opportunity to it's students. The staff, experiencedand dedicated, ensure that all students are nurtured and valued as individuals. There are many opportunities for ourstudents to experience various activities that can not always be offered in a larger school. The connection to localcommunity enables students to feel a real sense of belonging.

It must be acknowledged that the commitment and dedication to the students and school our P&C offers is always ofhigh standards and ongoing. Thank you.

Melinda McCormick

Relieving Principal


School background

School vision statement

At Rukenvale Public School we are committed to addressing the academic, physical and wellbeing of all students tocreate a culture of excellence; developing creative, resourceful and responsible citizens in the 21st century.

School context

Rukenvale Public School is located north– west of Kyogle. The school is nestled among trees with large picturesqueopen playground areas.

Rukenvale Public School is a small dynamic country school established to serve the educational needs of children from adiverse rural community. We endeavour to provide experiences which help to overcome isolation caused by economicand geographical factors, and programs which enable children to realise their potential academically, physically, sociallyand culturally. Our school works with the community and we encourage respectful children who are creative and criticalthinkers to the best of their ability.

The professional staff are committed to nurturing the skills, knowledge and values that students need to lead productiveand rewarding lives in the 21st century.

The school is fortunate in having a strong parent body which supports the school in the realisation of its educationalgoals. Many members of the local community have attended Rukenvale Public School with a number of familiesextending their involvement across multiple generations. The school maintains strong links with the community and manyshare their skills with the students through the school's vegetable garden and cooking.


Self-assessment and school achievement

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

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

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

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

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Delivering

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Delivering


Strategic Direction 1

Quality teaching and learning

Purpose

To provide a school culture strongly focused on learning, the building of high expectations and educational aspirations aslife long learners and ongoing performance improvement throughout the school community.

Improvement Measures

100% of students have a data driven learning plan in literacy and numeracy.

All students meet or exceed expected growth in literacy and numeracy.

100% of students are involved in inquiry based learning and successfully completed an inquiry based project using therubric to guide learning.

Assessment data guides programming and learning intentions.

Progress towards achieving improvement measures

Process 1: Project 1– Empowered and creative students

Inquiry Based Learning (IBL)–Provide students with repeated opportunities for higher order thinkingthrough use of thinking keys, mindfulness, independent activities and hands on practical activities andpersonal projects.

Implementation of the Australian Curriculum Digital Technologies through up skilling staff, and codingactivities, robotics, Lego WEDO 2 and EVA 3.

Evaluation Funds Expended(Resources)

Students have demonstrated that through higher order thinking activities andhands on practical activities that their level of engagement has increased andtheir willingness to take risks and persevere with activities improved. Theuse of Thinker keys has challenged students to use higher order thinking andanswer questions in a way that they would not normally do. Students wereamazed at the discussions that were generated when answering somequestions. Another level of creativity has been unlocked in the students.

Teacher time

STEM kits and sundries

Process 2: Project 2– Quality Assessment

Learning Progressions–collaboratively develop and monitor personalised learning goals with studentsthat align with the literacy and numeracy new progressions.

Consistency of teaching judgement (CTJ) professional learning across the COLOURSS network, drivenby Principals.


Students have developed learning goals in line with the targeted progressionand teacher knowledge of where to next for them. Goals are monitored andalterations made once it is evident that goals are reached. Plotting ofstudents on progressions occurs as required.

PLAN 2 – Literacy and NumeracyProgressions

Teacher Time

COLOURSS CTJ & professionallearning

Next Steps


Teachers will continue to support students to challenge their thinking and take ownership of their learning, throughreviewing and modifying learning goals and by offering inquiry based learning and higher order thinking. Teachers willcontinue to plot student growth on PLAN 2 and seek CTJ within the COLOURSS network.


Strategic Direction 2

Safe, Supportive Educational Communities

Purpose

To maximise student learning outcomes by overcoming rural and remote challenges, with flexible learning opportunitiesand partnerships with our learning community.

Improvement Measures

100% attendance at COLOURSS meetings by a school representative.

80% student attendance at COLOURSS activities and initiatives.

100% of students know the consistent PBL expectations and lessons are explicitly taught each fortnight.

100% of students feel safe and positive about their learning


Process 1: Project 1: Community of Schools (CoS)

Augment a diverse range of highly engaged curriculum options for all students.

Focus on the opportunity for staff to organise and guide professional development for COLOURSSdays.


Students through out 2019 engaged in a diverse range of learning activities,which enhanced their learning experiences at school. The implementation ofa Bike Day and Fishing workshop and attending Story Fest were uniqueopportunities. Students joined other COLOURSS schools to participate inANZAC march, NAIDOC day, Story bus, Cultural Day, MUSICA VIVA, Publicspeaking, NRL, Gymnastics, Cricket, Tennis, Golf and Swimming andCOLOURSS socials. Our COLOURSS days are an important way for ourstudents to grow academically, socially and emotionally. Some of theseactivities enabled staff to organise and gain professional development fromthese days.

In 2019 a representative from Rukenvale was present at 100% ofCOLOURSS meetings and SD days.

Teacher Time

applying for Sporting School grantsand writing submissions

Process 2: Project 2: Positive Behaviour for Learning (PBL)

Positive Behaviour for Learning introduced as part of a 5 year plan for the school. Emphasis on aligningsystems, data driven decision making and rewarding good behaviour.

Implementation of students participating in responsible learning of PBL within school context.

Transition opportunities provided to practice skills and PBL language .


Students continued to use PBL language and explicit weekly lessons weretaught which was driven by needs (data) at the time. Consistent PBLlanguage and tokens were used at all COLOURSS gatherings and prior toevents PBL lessons related to that event was taught so that each studentwas aware of expected behaviour.

Teacher time



Process 3: Project 3– Positive Classrooms ( safe and supportive school communities )

Through the positive language of PBL and Well– being programs such as Yoga, mindfulness andrelaxation students develop a positive attitude to school and themselves.


The 'Got it' program was implemented, with well– being mindfulness a largefocus. The Zone of Proximity was also implemented daily as a 'check in' inthe morning and 'exit ticket' at home time to gauge students dispositions.Students had a few hiccups this year re disruptions and uncertainties,however all are resilient and continued to attend with a smile on their face.

'Got it' kit

PD – SDD

Funding Sources: • ($0.00)

Next Steps

Rukenvale PS in 2020 will continue to foster a safe, supportive educational learning environment. We will continue topromote our school as offering unique learning opportunities and support student interests to ensure that we maximisestudent engagement and learning outcomes. We will offer flexible learning and opportunities to engage with the localcommunity to embrace the challenges that come with being a small remote, rural school.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability $13 864 These funds were used to fund an extrateacher to increase individualised targetedlearning support.

Socio–economic background $6 072 These funds were used to fund an extrateacher and to also support students due toour rural and remote isolation.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 8 8 8 4

Girls 6 1 3 0

Student attendance profile

School

Year 2016 2017 2018 2019

K 90.1 97.7 100

1 91.6 100

2 91.4 93.7

3 97.8 93 88

4 96.7 89.7

5 98.4 93.4 94.7 91.3

6 98.9 91.4 95.8

All Years 93.8 92.4 92.8 91.3

State DoE

Year 2016 2017 2018 2019

K 94.4 93.8 93.1

1 93.8 92.7

2 94.1 93.5

3 94.2 94.1 93

4 93.9 93.4

5 93.9 93.8 93.2 92.8

6 93.4 92.5 92.1

All Years 94 93.9 93.3 92.8

Management of non-attendance

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

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


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 0.14

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration and Support Staff 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

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

Workforce ATSI

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

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

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

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

Teacher qualifications

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

Professional learning and teacher accreditation

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

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

100% Teaching staff hold a Bachelor of Education and are proficient in accreditation.


Financial information

Financial summary

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

2019 Actual ($)

Opening Balance 60,783

Revenue 369,701

Appropriation 365,222

Sale of Goods and Services 64

Grants and contributions 3,717

Investment income 698

Expenses -321,805

Employee related -299,370

Operating expenses -22,435

Surplus / deficit for the year 47,896

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


Financial summary - Equity loadings

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

2019 Approved SBA ($)

Targeted Total 17,521

Equity Total 19,936

Equity - Aboriginal 0

Equity - Socio-economic 6,072

Equity - Language 0

Equity - Disability 13,864

Base Total 296,911

Base - Per Capita 2,581

Base - Location 7,187

Base - Other 287,143

Other Total 28,173

Grand Total 362,541

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


School performance - NAPLAN

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

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

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. A summary oftheir responses is presented as follows:–

Teacher – 100% of all staff agree that our school is a great place to work. Communication among staff is clear and openand we support and nurture each other. It is a positive, inviting place to work.

Student – All students agree that Rukenvale is a great school and it offers great learning opportunities. All studentsbelieved that all staff care about them and their well being. Generally all students were happy with the work theycompleted and believed that they always did their best. All were appreciative of the extra learning opportunities offered.

Parents – All parents were very supportive of all programs offered. They were united in the discussion and decision tokeep the school operational . All parents agreed that their child was supported, happy and valued at Rukenvale PS.


Policy requirements

Aboriginal Education Policy

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

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

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

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

expectations.

Rukenvale hosted a very successful NAIDOC day celebration in 2019 with all the COLOURSS schools attending. Manyactivities ( PE, Art, Literacy) linked to the indigenous culture and were accessible across grades. Guest speaker waslocal Indigenous man – Mr Johnson who told stories of his childhood growing up in the area. This day was a great day toraise student awareness, understanding and appreciation of the local Aboriginal customs and traditions. Students alsouse Welcome to Country at every assembly.

Anti-Racism Policy

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

Multicultural Education Policy

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

Students are well aware of the diversity in culture and culturally inclusive teaching practices and explicit teaching of themulticultural aspects is incorporated in to the curriculum through class themes, discussions and activities. Our annualHarmony Day activities support this understanding.

Other School Programs (optional)

During 2019 students have participated in a the 'Get Hooked' program offered by the DPI, with the program concludingwith a day in Ballina fishing, putting all what was learnt into practice. Through the sporting grant students were able toparticipate in a 'Bike day' where an instructor came, with bikes so students could learn correct bike safety and rules in apractical way. We were also joined by another school on the day.


2019 Rukenvale Public School Annual Report · 2020. 5. 18. · Introduction The Annual Report for...

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