Regentville Public School Annual · PDF fileRegentville Public School Annual Report ... The...

Regentville Public School Annual Report

2951

2015

Introduction

The Annual Report for 2015 is provided to the community of Regentville Public School as an account of the school’s

operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational

opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect

the impact of key school strategies for improved learning and the benefit to all students from the expenditure of

resources, including equity funding.

School contact details:

Regentville Public School

School House Road

Regentville 2745

www.regentvill-p.schools.nsw.edu.au

[email protected]

47331615

Message from the Principal

It is a pleasure and a privilege to have the opportunity to work in such a vibrant, exciting school. Regentville Public School offers a diverse range of opportunities for all our students through our educational programs, the creative arts and sport. The school is very proud of its many outstanding achievements this year. Regentville PS was the champion school at the District Swimming Carnival, District Athletics and District Cross Country Carnivals. A significant number of our students represented our school at District, Regional and State Levels. The school’s choir, band and dance groups participated in a number of festivals throughout the year including Penrith Valley Performing Arts Festival and Blue Mountains Dance Festival. Kindergarten students were selected to perform at the NSW Public Schools State Drama Festival. All students performed in our annual Regentville Rocks extravaganza. The school has continued implementation of the Learning and Management Business Reform (LMBR). The school is one of the 229 schools introducing this system across NSW Department of Education prior to full implementation across NSW. Our school staff is enthusiastic, dedicated and they continually develop their professional skills and knowledge so that they can provide quality education for every child. The P & C Association continued to provide outstanding support to the school. They have contributed in decision making to inform school policy. The efforts of our committed parents in supporting fundraising events throughout the school year have allowed the school to offer our students opportunities that they would otherwise not have. The school has worked extensively with partner schools in the Glenmore Park Learning Alliance. Professional learning in mathematics and science has been the focus areas with teachers continuing to work collaboratively developing units of work that are shared on the Glenmore Park Learning Alliance (GPLA) Website. This year the Learning Alliance hosted a very successful enrichment event for students in years 5-8 from schools across the Alliance. The strength of our collective efforts and skills continue to develop with the Glenmore Park Learning Alliance Schools developing shared strategic directions in teaching, leading and culture for 2015. Our supportive school community members continue to provide opportunities for our students and I thank them for their commitment and efforts. Karen Maraga

Message from the P&C

The Regentville Public School P & C Association is made up of parents and friends of the school community who dedicate countless volunteer hours to support our students, our teachers and the school. Members of the Association take great pleasure in working closely with the school to ensure that our children receive quality education, by providing support and funding to help the school expand their facilities, equipment and infrastructure. This is mainly achieved through fundraising activities and the operation of the school canteen. Members also participate in supporting the school on merit selection panels and in policy development and reviews.

The P&C Association operated canteen participates in the Fresh Tastes @ School Strategy and provides students with healthy food options within the guidelines set by the Department of Education. This year the P & C Association undertook a review of all canteen operations and commenced implementing changes to canteen infrastructure and equipment as well as improving on the healthiness of the menu offered to the students. New technology options including online ordering are still being investigated and the associated operational procedures are being considered. While trying to introduce new technologies for ordering, the P&C Association is aware of the educational benefits for children of cash handling, queuing, ordering and the excitement of canteen purchases. The P & C Association is extremely fortunate to have an outstanding Canteen Supervisor in Mrs Sally Simmons, who, with the dedicated support of parent and grandparent helpers, is able to run a very successful and well supported canteen.

The P & C Association is well aware of the financial demands on families and always keeps this in mind when planning and timing fundraising activities. Once again this year there was only one major fundraising activity during each term and these were the Easter Raffle, Mothers’ Day Stall and Fathers’ Day Stall. The P & C Association also ran the hugely popular school discos which were held on the last Thursday of the first three terms.

The P & C Association provided funding to support various school activities such as awards and prizes for Presentation Day, sporting carnival ribbons and subsidies for students representing the school at Sydney West level or higher.

Regentville Public School P & C Association is very proud of its strong relationship with the school’s executive staff. This relationship ensured that common goals were achieved and that all funds raised were used in a way that benefits all students. The P & C Association thanks all parents and friends who continue to support the school through our fundraising initiatives. We would especially like to thank those new members who joined us this year as well as all of the teachers who supported us with assistance and their time during all of our fundraising activities. To our many volunteers who helped us in a range of different ways throughout the year, we are very appreciative of your commitment and support in ensuring that our children receive the quality education that they deserve.

Craig Palmer

(President Regentville Public School P & C Association)

Message from the Student Leaders

Message taken from the annual Year 6 book.

“We are now at the stage in our life where we are old enough to start reflecting on the past, enjoying the present and have hopes for the future. Through the past seven years of being at this school we have grown up together, laughed, been silly, got in trouble and learnt. We both definitely wouldn’t have it any other way. The friendships we have made will last forever, even if we won’t see each other again.

There are many people we would most definitely love to thank and we want to start with our Year 6 teachers. You organised our camp, got us prepared for high school, gave us knowledge and organised the farewell and the graduation. Thank you to Mrs Riches for helping us out with assemblies and typing the scripts each week. Finally we would like to thank Mr Bamford and Mrs Maraga for looking after every individual student at Regentville and for giving everyone an opportunity to do something new.

It has been an amazing time at Regentville and it’s sad to say it is time for us to leave, but high school will be a new opportunity for us all.

We hope you have had an amazing time like we have.”

Angela and Max

(School Leaders 2015)

School background

School vision statement

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

School context

Regentville Public School has a current enrolment of 732 students. The school has a proud heritage and is looking to the future, celebrating learning and learners. The skilled and dedicated staff provides a balanced and diverse curriculum developing 21st Century learners 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 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 Similar School Groups. The school is one of the 229 schools participating in the Empowering Local Schools National Partnership. The school is currently implementing the Learning Business and Management Reforms (LMBR). The school continues to work extensively with partner schools in the Glenmore Park Learning Alliance. The Learning Alliance 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 achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

During 2015, our staff at Regentville Public School have discussed the School Excellence Framework and its implications for informing, monitoring and validating our work. Regentville PS teachers were integral in evaluating our school’s progress in the implementation of the School 2015 – 2017 School Plan. The School Evaluation Team conducted comprehensive evaluations to determine areas of strength and development as we continue our journey of excellence.

This year, our school undertook self-assessment using the elements of the School Excellence Framework. Our assessment indicated that the school is sustaining and growing in most areas across the domains.

Learning

In the domain of Learning our efforts have primarily focused on the domains of wellbeing and learning. The school consistently implements a whole-school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment. Quality teaching and professional practice are evident in every learning environment, providing students with opportunities to connect, succeed and thrive that are relevant to their stages of learning and development. The staff continue to implement KidsMatter and the whole school development of social skills using the ‘You Can Do It Program’ has ensured consistency in developing skills including resilience. Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring good conditions for student learning. Curriculum provision is enhanced by learning alliances with primary and high schools in the Glenmore Park Learning Alliance (GPLA). The GPLA has developed, implemented and reviewed curriculum development for the implementation of English, Mathematics and Science Syllabi. Attention to individual learning needs has been another component of our progress throughout the year.

Teaching

In the domain of teaching our focus has been on collaborative practice for staff members with professional learning and development using evidence informed practice as a focal point. Teachers work together to improve teaching and learning in their year groups and stages. The school has embedded explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback to drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes. Teachers are actively engaged in planning their own professional development to improve their performance. This year teachers participated in strategic professional learning with a specific focus on formative assessment. Teachers were provided with opportunities to give and receive planned constructive feedback from peers and school leaders to improve teaching practice. Processes are in place to provide formal coaching support to improve teaching and leadership practice. Executive team leaders participate in regular professional conversations with a principal mentor. Teachers collaborate within and across stages to ensure consistency of curriculum delivery, including strategies for differentiation and consistency of teacher judgement. This year there was a particular focus on our teaching and analysing of students’ writing using the literacy continuum to provide milestones to plot student learning along the way. There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas.

Leading

In the domain of Leadership our priorities have been in school planning, implementation and reporting, leadership and management practices and processes. Parents and community members have the opportunity to engage in a wide range of school-related activities. The school is committed to the development of leadership skills in staff and students. The school’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 on leadership roles within our school including the grade coordinator positions, the leading of curriculum teams as well as leadership roles within the GPLA. Clear processes, with accompanying timelines and milestones, direct school activity towards effective implementation of the school plan. The school articulates a commitment to equity and high expectations for learning for each student and is responsive to changing needs. The school acknowledges and celebrates a wide diversity of student, staff and community achievements. There are opportunities for students and the community to provide constructive feedback on school practices and procedures. Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement.

The new approach to school planning is making a difference to our progress as a school. The achievements and identification of the next steps are outlined in the following pages of this report. Our self-assessment process will further assist the school to refine the strategic priorities in our school plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Creative, Successful Learners

Purpose

To provide all students the opportunity to become literate, numerate, skilful technology users and embrace learning for the 21st Century. As confident and creative individuals, with personal resources for future success and well-being, students will have the knowledge, 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 in learning through nurturing, inspiration and challenge. Students will be encouraged to play an active role in their own learning, to build their skills and understanding and make sense of their world.

Overall summary of progress

The school has made a significant investment in professional learning of teachers. This has included training in teaching in literacy and numeracy. School based data is used to identify student’s progress on the literacy and numeracy continuum. Student assessment data is used in making decisions to support the individual learner, including the strategic use of learning and support resources and targeted intervention teaching.

Staff members continue to deepen their understanding of the new English, mathematics and science syllabuses. Staff members from within our school and across our learning community are leading and supporting others through effective implementation.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year

Growth for students in all aspects of literacy and numeracy is above DEC average in NAPLAN assessments

Focus on Reading (Phase 1) all staff are trained in the explicit teaching of comprehension skills. NAPLAN data indicates a decrease in the number of students in the lower bands in reading in Years 3 and 5. Growth data for Year 7 indicates our students are slightly above Department Of Education (DoE ) average growth in reading.

Formative Assessment and feedback strategies to students are being implemented to some degree in classrooms. The development of explicit feedback to promote student learning is beginning to show students are taking more ownership and are developing the capacity to set learning goals.

$20,460 Mathematics

$16, 296

English

$49,000

(Socio – Economic)

PLAN – 100% of students achieve cluster marker for learning year.

All class teachers are plotting students on the literacy and numeracy continuums. Professional learning was conducted for teachers.

Staff competently analyse student writing samples and align to clusters on the literacy continuum.

The development of teaching strategies to support students’ numeracy development has

$ 64,000

(Disability)


been a success this year in mathematics. All teaching programs in K-2 reflect the use of Targeted Early Numeracy Strategies (TENS) groups. All teaching programs K-2 reflect TENS strategies.

Teacher surveys indicate teacher confidence and competence in explicit teaching of TENS strategies.

- 89% Year 2 students are at or above expected level of Early Arithmetical Strategies (EAS)

- 98% Year 1 students are at or above expected level of EAS

-94% Kindergarten students are at or above expected level of EAS.

Taking Off With Numeracy (TOWN) targeted intervention groups implemented in Years 3-6

Teacher surveys indicate teacher confidence and competence in explicit teaching of TOWN strategies is developing

Material World Science Unit developed by GPLA implemented in all classes.

Next steps

The school will use PLAN data to track the progress of students with our improvement measure indicating one year’s growth for one year’s learning for each child.

The school aims to increase the percentage of students in the top two NAPLAN bands for reading and numeracy by 8% in line with the Premier’s priorities.

Review science scope and sequence in line with the implementation of the new history and geography syllabus.

Continue professional learning in TENS and TOWN. Continue TOWN targeted intervention groups and implement action research on growth with students who are working at above expected achievement levels.

Professional learning in quality teaching of phonics and phonemic awareness in a balanced and integrated literacy program.

Language, Learning and Literacy (L3) to be implemented in Kindergarten.

Formative assessment practices to be enhanced to include a range of visible learning strategies.


Inspired Teaching

Purpose

All teachers are committed to identifying, understanding and implementing the most effective teaching methods, using data to drive instruction and a high priority is given to evidence-based teaching strategies. High expectations, explicit teaching of skills and content and individualised and timely feedback will guide student progress. Build capacity through relevant, focused, evidence-based professional learning and development to create a culture for the school where every staff member is engaged in learning around professional practice at an individual and collective level.


Professional development for Regentville PS staff had a positive impact on improving the integration of technology into classroom practice. This year we moved from having a full-time ICT teacher as part of the RFF program to having technology embedded into classroom practice and giving teachers the opportunity to lead technology within their classrooms. Tell Them From Me staff survey responses indicate that teachers use computers and other interactive technologies to undertake research, and students have opportunities to use computers or other interactive technologies for describing relationships among ideas or concepts.

Quality teaching, assessment and the use of effective feedback have been a key professional learning focus based on the research of Professor John Hattie. The school’s commitment to building capacity through relevant, focused, evidence-based professional learning and development to create a culture for the school where every staff member is engaged in learning through professional practice. Staff were supported with an additional teacher being employed to allow them to engage in peer observation lessons, to work collaboratively in planning and to receive feedback to enhance their pedagogical practice. All staff have documented performance and development plans and the school has arrangements in place for mentoring and coaching support to ensure the ongoing development of all staff. Peer observations, structured staff feedback and opportunities to work with teachers across the school have enhanced professional learning and collaborative practices.

Staff have engaged with the new strategic planning process and are routinely monitoring, evaluating and reviewing milestone implementation and impact.




100% of teaching and learning programs reflect the use of data to inform teaching and learning pedagogy and integrate the use of ICT to enhance learning

Staff involved in 3D Printing in education with DATACOM. Reimagine collaboration and creation in learning. Wireless access points, IPads, configurator and 3D printers were purchased.

Introduced Programming and Coding that enabled teachers to implement these programs into specific ICT lessons with greater confidence. The programs used included: Coding for Kids, Codeable, and Scratch Jnr.

Parent workshop conducted on the use technology to teach and consolidate mathematical concepts within the

$68,375


21st century classroom.

Performance and development plans for all staff demonstrate reflection on teaching practice, identification of learning goals and links to the Australian Teaching Standards.

At the end of 2015 all Regentville Public School staff have a performance development plan based on the new Department policy. Staff members are developing an understanding of how these link to the Teacher Standards. Teachers are actively seeking feedback and mentoring as an important part of their growth.

Next steps

Formative assessment using technology as a tool for tracking student progress and avenues of communication between as all investors (teachers – students and parents)

Self Organised Learning (SOLE) project team conduct a pilot project throughout the year

Current research in visible learning to inform professional practice to enhance students’ learning. The focus will include a clear understanding of goal setting, learning intentions, success criteria and explicit feedback to students.


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 in the 21st century.

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


The school is using the Student Wellbeing Framework to develop practices that enable students to connect, succeed and thrive. School programs support the development of leadership skills

All teachers participated in KidsMatter Primary professional learning. This intensive program of learning focused on key components that research indicates can make a real difference in supporting students’ mental health and wellbeing. The year-long professional learning developed an understanding of three key components 1- positive school community; 2- social and emotional learning for students and; 3- working with parents and carers.

Strong connections with our broader school community continue to flourish. The GPLA, a collegial network of eight schools developed initiatives under three strategic directions; Leadership, Culture and Curriculum. These initiatives are embedded with our school plan. The culture team led a very successful enrichment afternoon for over 100 students from Years 5-8 across the GPLA.




All stakeholders have a greater awareness and understanding of the impact of wellbeing in our school community measured through comprehensive initial and evaluative surveys of staff, students and parents.

Students K-6 participated in social and emotional learning through the You Can Do It Program.

Student survey data from Tell Them From Me indicates 76% of students Years 4-6 had a high sense of belonging and 83% of students indicated they had positive relationships and friends at school they can trust who encourage them to make positive choices.

$6500

An increase in the number of parents/carers engaged as partners in their child’s learning.

Parent survey comments indicate that student reports on their child's progress are written in language they understand.

48 families attended the welcome to Regentville PS information session and barbecue in early term 1.

84 families participated in the orientation interviews prior to their child commencing Kindergarten.


Next steps

Implementation of elements of the Student Wellbeing Framework to develop practices that enable students to connect, succeed and thrive.

Continue to increase student engagement and wellbeing through authentic learning experiences and programs.

Got It! Getting On Track In Time Program to be implemented.

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

93% Aboriginal students, teachers and families participated in the setting of goals for individual learning plans (ILP).

All children are making progress across the literacy and numeracy continuum.

$14000

English language proficiency funding

Students received targeted support from the EAL/D support teacher. Teachers were provided with professional learning to enhance their understanding of EAL/D learning and the ESL scales.

$9000

Socio-economic funding

An additional classroom teacher was employed to facilitate staff professional learning allowing teachers to engage in peer observation lessons, to work collaboratively in planning and to receive feedback to enhance their pedagogical practice.

$49000

Low level adjustment for disability funding

All students requiring adjustments and accommodations are catered for within class programs and other whole school strategies with individualised learning plans.

The learning support team meets weekly and takes a case management approach to assessment and planning.

$64000

Support for beginning teachers

All beginning teachers receive additional support in their first two years of their career. Beginning teachers are provided with access to additional support, professional development and mentoring time with their supervisors.

$4020

Mandatory and optional reporting requirements

Student information

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

Student enrolment profile

Student attendance profile

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal 1

Assistant Principals 4

Classroom Teachers 23

Teacher of Reading Recovery 0.71

Learning and Support Teacher 1.2

Teacher Librarian 1.2

Teachers RFF/Part Time 2.502

School Counsellor 1

School Administrative & Support Staff 3.472

General Assistant 1

Total 41.084

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

Two members of staff are of Aboriginal and Torres Strait Islander background.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 100

Professional learning and teacher accreditation

Teacher professional learning is a core component of the continued focus of quality teaching and learning at Regentville PS. Throughout 2015 teachers regularly engaged in professional learning which focussed on building their capacity to support student outcomes. Teachers participated in ongoing professional learning which was aligned to the school’s priority areas, in Stage teams, cross stage teams, and as a whole staff with a focus on; formative assessment, KidsMatter, Focus on Reading, information technologies, TENS and TOWN. Through the use of school funding, provision was made to allow for a teacher to work in an off class capacity. This allowed teachers to book times to engage in personalised professional learning which supported teachers to work towards their own goals as outlined in their performance and development plans (PDPs). Collaborative planning, modelled lessons, lesson observations, feedback and peer coaching, were processes engaged in by staff. Three teachers gained accreditation at the level of proficiency.

0

200

400

600

800

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

K 96.6 94.9 95.0 96.8 96.0 94.7

1 94.7 95.7 94.2 95.0 95.9 93.8

2 94.9 94.0 94.5 95.0 95.6 94.4

3 96.6 95.0 93.6 95.0 94.9 94.9

4 95.1 94.3 95.6 95.4 94.5 94.6

5 94.5 94.9 94.6 95.7 95.0 94.2

6 95.0 94.3 93.4 95.6 94.8 93.8

Total 95.4 94.7 94.4 95.5 95.3 94.4

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Stat

e D

oE

Sch

oo

l

Financial information

Financial summary

The information provided in the Financial summary is current at the date shown. This summary includes reporting from 1 January 2015 to 31 December 2015.

The RAM data is the main component of the “Appropriation” section of the Financial summary above. A full copy of the school’s 2015 financial statement is tabled at the annual general meeting of the parents and community groups. Further details concerning the statement can be obtained by contacting the school.

NAPLAN

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.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

As part of the “Tell Them From Me” data collection provided through The Learning Bar, parents completed a survey to give their perspective of different aspects of Regentville PS.

The parents gave a score of 0 (low) to 10 (high), for statements and an average score was calculated.

Parents feel welcome (8.7)

Parents are informed (7.6)

Financial Summary for the Year Ended 31 December 2015 (Regentville Public School)*

2015 Actual ($)

Opening Balance

Revenue

Appropriation

Sale of Goods and Services

Grants and Contributions

Investment Income

Gain and loss

Other Revenue

Expenses

Recurrent Expenses

Employee Related

Operating Expenses

Capital Expenses

Employee Related

Operating Expenses

Surplus/Deficit for the Year

Balance Carried Forward

788,116

5,186,038

4,932,866

-

(105,415)

51,360

839,476

30,979

207,552

14,639

-

-

(5,134,677)

(4,556,151)

(473,111)

Funds received through the Resource Allocation Model (Regentville Public School)

Component RAM

4,390,828 4,603,081 0.94709 Education (94.7%)

Location -

Other Base 4,390,828

Equity 257,163

Aboriginal 14,317 14,317 0.00295 Aboriginal (0.3%)

Socio-Economic 49,057 49,057 0.01009 Socio-Economic (1%)

Language 9,021 9,021 0.00186 Language (0.2%)

Disability 184,768 184,768 0.03802 Disability (3.8%)

Equity Transition - - 0 Equity Transition (0%)

36,569 0 Targeted Total (0%)

175,684 0 Other Total (0%)

Total 4,860,245

Base

Targeted Total

Other Total

RAM Funds

Education (94.7%) Aboriginal (0.3%)

Socio-Economic (1%) Language (0.2%)

Disability (3.8%) Equity Transition (0%)

http://www.myschool.edu.au/

Parents support learning at home (8.9)

School supports learning (8.8)

School supports positive behaviour (9.1)

Safe school (8.3)

Inclusive school (9.2)

The teachers gave a score of 0 (low) to 10 (high), for statements and an average score was calculated.

I establish clear expectations for classroom behaviour (9.1)

I set high expectations for student learning (8.5)

When I present a new concept I try to link it to previously mastered skills and knowledge (8.6)

I use two or more teaching strategies in most class periods (8.5)

I work with school leaders to create a safe and orderly school environment (8.4)

I monitor the progress of individual students (8.5)

I discuss my assessment strategies with other teachers (8.1)

My assessments help me understand where students are having difficulty (8.4)

The students in Years 4, 5 and 6 completed a survey on student outcomes and school climate as part of the “Tell Them From Me” data collection provided through The Learning Bar.

86% have a high rate of participation in sports

83% have positive relationships

94% value school outcomes

55% have positive homework behaviours

83% have positive behaviour

72% are interested and motivated

86% try hard to succeed

Students rate effective classroom learning time at 8.5 out of 10, the NSW Government norm for these years is 8.2

Students rate classroom instruction relevance at 8.1 out of 10, the NSW Government norm for these years is 7.9

Students rate positive teacher-student relations at 8.6 out of 10, the NSW Government norm for these years is 8.4

Students rate teachers’ expectations for academic success at 8.8 out of 10, the NSW Government norm for these years is 8.7

Policy requirements

Aboriginal education

The Macquarie Park Aboriginal Education Team delivered a 2 hour intensive workshop to Regentville PS staff on the Aboriginal Education Policy, with staff participating in activities designed to enhance their knowledge on Aboriginal education and perspectives. This knowledge enabled staff to further cater for the needs of their Aboriginal students and ensure that Aboriginal education is ‘Everyone’s Business’, by incorporating perspectives across the curriculum. Staff further developed their knowledge on Aboriginal perspectives by participating in cultural activities during Staff Development Day in Term 3 at Muru Mittigar.

Doorways Project

Yarramundi AECG has approved Regentville PS ‘Doorways Project’, with consultation being sought with community members on dreaming stories for classroom doors. Community members will work in collaboration with Stage 3 Aboriginal students and

Glenmore Park High School visual arts students in painting the stories on classroom doors. Current classes will become the keeper of these stories and will pass the story on to the new year’s class, ensuring that the oral stories of the local Aboriginal community remain intact.

Multicultural Education and Anti-racism

Harmony Day was celebrated on 19 March and many students wore something orange to acknowledge their understanding and acceptance of cultural diversity. Teachers conducted lessons and activities in the classroom to emphasise the message behind Harmony Day.

The message of acceptance and tolerance is reinforced throughout the school at assemblies and in classrooms. Intercultural understanding is embedded in all key learning areas.

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

Sport

In 2015 Regentville PS participated in many

sports across a number of levels.

Regentville PS was successful in winning

swimming, cross country and athletics at

Penrith district level. The following table

shows the number of Regentville PS

students who competed at each level of

competition.

Carnival P SW NSW Aust

Swimming 44 23 11 0

Cross Country 51 13 2 0

Athletics 49 17 2 1

(P= Penrith District; SW Sydney West)

Each Friday, Regentville PS competed in the

Penrith PSSA competition. 130 students

from Stage 3 participated in summer sports

including cricket, football, basketball

(runners-up girls), and newcombe ball

(Premiers). In winter PSSA, 95 students

competed in AFL, netball (Runners up A

grade and Premiers B grade), soccer (mixed),

and rugby league.

Regentville PS also entered teams in the

state knockout competition with boys

basketball being champions in the state

finals, girls basketball qualifying for state

finals, and netball through to Round 3.

In the Penrith district knockout basketball

competition Regentville PS were premiers in

stage 3 boys, runners up stage 3 girls,

premiers stage 2 girls and boys.

Our senior girls Milo Blast cricket team

competed in the state finals reaching 2nd

place. Senior boys and stage 2 boys and girls

teams also competed at district level.

Regentville PS also took part in a number of

whole school initiatives this year including

Live Life Well, crunch and sip, and the

Premier’s Sporting Challenge.

Regentville PS undertook to raise money for

the school basketball court upgrade and

held a walkathon that raised over

$10,000.00.

Years 2 – 6 were involved in a specialist

sports coaching clinic. Sporting officials held

sessions each week for 6 weeks. Sports

involved were: AFL, basketball, cricket, little

athletics, and netball.

A lunchtime Oztag squad opportunity was

offered to stage 3 children once a week. The

children learnt skills, practised drills and

played games against each other.

Year 6 student Joseph was awarded the

Peter Davis Sports Award as the most

outstanding athlete in Sydney West region

for his achievements in 2015. His

achievements included:-

o Australian under 12 high jump

champion

o Member of NSW rugby league team

o Member of NSW rugby union team

o Member of NSW AFL team

o Member of NSW basketball team

Creative and Practical Arts (CAPA)

Over the course of 2015 more than 200 K-6 students have taken up the opportunity to participate in creative and performing arts programs at school, community and state level. 150 students from Years 2-6 have performed at Penrith Valley Performing Arts Festival at Joan Sutherland Performing Arts Centre, Penrith. They have shared their talents in senior and junior Choir, senior and junior dance and band. The senior and junior dance groups also graced the stages of both the Blue Mountains and synergy dance festivals. Following up on last year’s introduction to ballroom dancing, 40 Stage 2 and 3 students participated in weekly lessons culminating in the school ballroom championships.

The Regentville PS drama troupe, consisting of 18 kindergarten students, performed to acclaim at the LightsUp Drama Festival. They went on to be selected for the NSW Public Schools State Drama Festival held at the Seymour Centre, Sydney. Most of these specialist performance groups showcased their talents again at our school celebration, Regentville Rocks along with the entire staff and student body of Regentville PS. In visual arts four students were selected to represent our school as part of the Operation Art program. Annabelle’s artwork was subsequently chosen to be part of the travelling exhibition.

Regentville Public School Annual · PDF fileRegentville Public School Annual Report ... The...

Documents

Transcript of Regentville Public School Annual · PDF fileRegentville Public School Annual Report ... The...