2017 Richmond North Public School Annual Report · 2018-05-01 · Introduction The Annual Report for€2017 is provided to the community of€Richmond North Public School€as an

Richmond North Public SchoolAnnual Report

2017

2965

Printed on: 1 May, 2018Page 1 of 17 Richmond North Public School 2965 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Richmond North Public School as an account of theschool'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 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.

Brad Thurling

Principal

School contact details

Richmond North Public SchoolGrose Vale RdNorth Richmond, 2754www.richmondn-p.schools.nsw.edu.aurichmondn-p.School@det.nsw.edu.au4571 1542

Message from the Principal

Malcolm X once said that Education is the passport to the future, for tomorrow belongs to those who prepare for it today.These words exemplify clearly the challenge for schools today. We must look to prepare our students for the future– afuture that we cannot fully envision as the world is changing more quickly than we could ever have imagined. At thesame time, we cannot lose focus on preparing our students to meet the challenges they face right now, everyday. Schools are ever increasingly becoming more complex and busy places of learning. While student learning willalways be at the core of what we do, we must also deal with increased responsibility and accountability and the workloadthat brings.

2017 brings us to the end of our 3 yr planning cycle. This provides an ideal opportunity to reflect on our achievementswhile looking to the next 3yrs and the opportunities that this will bring.

Over the past 3yrs, we have undertaken a rigorous process of renewal. We knew that we had to work hard to ‘rebrand’our school – to ensure that it would be the school of choice for local families. We began our journey by writing a clearvision statement, a school mission and defining our key school values. From here we set about introducing new schoolprograms that would create points of difference with other local schools. These programs were engaging, developed21st Century skills, reflected our school vision and mission and met key syllabus outcomes. Programs such as YellowLantern, Film Making, Coding, Kids Cooking Kapers and Jellybean Music have greatly increased the learningopportunities for our students. A student at Richmond North PS can now not only receive a well–rounded qualityeducation, they could also feasibly over their time at our school, perform in Wakakirri at the Riverside Theatre, produce afilm to screen at our film festival, design and make a tool using a 3D printer, broadcast an interview on our school radiostation, represent our school at a sports gala day, present a short speech to the Stg 3 parent body, develop a code tooperate a robot and even travel to the USA to attend Space Camp. And you could do all of this regardless of youracademic level, socio–economic means or inherent skill level. Not bad for a local public school.

We have changed the physical environment and enhanced the learning spaces. We have refined policy andimplemented new systems. We have even changed our school uniform to better reflect our school culture. In 2017, ourschool participated in the Department of Education External Validation process. As part of the process, schoolsself–evaluate their performance across the 3 domains of the school excellence framework –beinglearning/teaching/leading. This self–evaluation is then validated by an external panel. We had to collect and presentevidence to support our evaluations. I am pleased to report that our school was validated across all 3 domains at orabove the levels we had set for ourselves.

Yes we have made great progress, but we recognise there is still plenty to do. Over the next 3 years we will be lookingclosely at pedagogy – how we teach the things we teach. We want to ensure that we are using methods that have astrong evidence base, are future focused and also highly engaging for students.


We also want to provide support for staff to refine their practice and collaborate more. We will continue to work hard toensure that we meet the needs of all students.

While we have worked hard to build engagement with parents and community, over the next 3yrs we want to go beyondthis, we want to actually build capacity in our school community. Capacity to better assist their children, capacity to leadinitiatives and capacity to contribute more productively to school improvement.

We have so many great things planned for the next 3 years. Some of the changes will be obvious, while others are moresubtle. Your children will be introduced to a new language of learning. The way they think about their learning will alsochange. My hope would be that the dinner time conversations about school will become much richer and meaningful inthe years to come. You will come to know the term “crew” and what it means for leaning. You will see different ways ofmeasuring and assessing learning and also different ways for reporting student learning. Students will better understandwhat “quality work” looks like and will know clearly how to achieve it. Our school will be a place where the quality ofstudent work as well as the quality of student character will sit hand in hand. We hope that you will embrace our visionfor the school and will join us enthusiastically on this journey.

The year has been full of fantastic highlights in student achievement. Our public speakers and debators were once againoutstanding. In particular, I must mention both Lily Heslop who made the Regional Finals in the Multicultural PublicSpeaking and Aleisha Goszko who won her Hawkesbury Public Speaking Semi FInal . Our Wakakirri group once againperformed brilliantly at the Riverside Theatre. Our Stg3 students presented their Yellow Lantern speeches in front oftheir parents. Our Stg 2 students prepared a 3 course dinner for their families. Our wonderful Kindergarten danced theirway through the Hawkesbury Dance Festival. On the sporting field, our rugby league, basketball and netball teams allperformed well. Our Stg 1 students once again participated in the District Boot Camp event.

Our students who completed the Reading Recovery, Minilit, MultiLit and QuickSmart programs have again performedbeyond our expectations.

In 2018, we will commence the year with 9 classes and we should reach 10 classes by the middle of next year.

There are a number of people who have contributed significantly to the success at Richmond North. Our dedicated,committed and caring teachers work hard every day to support every student in their classes. They go the extra mile tomake sure all students have opportunities to succeed and grow. Our teachers are highly experienced, professional andskilled. We are lucky to have such a wonderful crew at Richmond North.

To Mr Wheat and Mrs Wilkins– our Assistant Principals. Being an Assistant Principal is the hardest job in a school. They have their own classes to look after –which is a full time job in itself. But on top of this, they have to deal with arange of issues that come up every day in a complex school. They meet with parents, mentor teachers and coordinateprograms within the school. The Assistant Principal role goes well beyond the school fence with a great deal of workbeing completed well outside of school hours and terms. They are both immensely capable and I am very grateful toboth of them for what they do for our school.

To our amazing office staff – Mrs Rickards, Mrs Barlow and Mrs Hyam. These ladies are the engine room and front lineof our school. They are the first port of call for parents, contractors, community members and visitors coming into ourschool. They are friendly, accommodating and dedicated sometimes in busy and stressful situations. They all really careabout our students and work hard to support everything that happens at our school.

To our support staff – Mrs Moffett who dedicates so much energy to supporting those students who need extra help inour school – our General Assistant Mr Walker, and our cleaning staff who take real pride in making our school lookgreat. Thank you to you.

Our fantastic volunteers – parents and community members who selflessly dedicate their precious time to support theschool – I thank you as well.

And ofcourse there are our fantastic students who have worked hard, achieved great things and grown as young people.


School background

School vision statement

Richmond North Public School engages students, staff, parents and community in a shared learning journey, Weempower students to acquire, demonstrate and value knowledge and skills that will support them, as life–long learners,to participate in and contribute to the global world and practice the core values of respect, inclusion and excellence.

Our Mission is to enable all students to access learning through the provision of:

* differentiated, in–depth and cohesive learning programs, informed by the NSW DoE syllabus

documents and encompassing 21st century learning principles.

* highly effective teachers, focused on improving student outcomes, through their

commitment to ongoing professional learning, quality teaching, evidence – based practices,

coaching and mentoring and collaboration.

* a quality, inclusive learning environment that is responsive to student voice.

* opportunities for parents and community to participate in the learning and decision making

process

School context

Richmond North Public School seeks to provide a safe and happy environment where students are encouraged to "Striveto Achieve" in all that they undertake. The core values of integrity, excellence, respect, responsibility, cooperation,participation, care, fairness and democracy underpin the school's expectations for safe, respectful and responsiblelearners.

One hundred and sixty students are enrolled in 7 classes. The student demographic includes 5% Aboriginal, 8% LBOTE,13% transient (rental &defence force) with a number of families from diverse socio–economic backgrounds.

Teaching experience amongst the staff includes a balance of early, mid and late career teachers. There is a focus ondeveloping a culture of thinking through effective teaching in Literacy, Numeracy and Integrated Technology. TeacherProfessional Learning supports change through stage teamwork, assessment for learning, and collaborative planning.

Student engagement and well–being underpin student welfare policy and practice. Specialist programs include theStarting School Playgroup, Yellow Lantern Public Speaking, Get Kids Cooking, Jellybean music, Gifted & Talented andLearning Support programs as well as the Edible Garden and Studio K media projects. A holistic education is promotedwith students participating in a range of Performing Arts, Sport and Health programs.

The school does not attract any supplementary funding but is supported by a dedicated P&C, Canteen committee andmany volunteers who assist in keeping our school happy, caring and successful.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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 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 the following –

Learning

After analysing external and internal assessment data, detailed sets of evidence, the school 5P plan, the schoolmilestone document, School Excellence Framework Data and the Annual School Report, the Richmond North PublicSchool community believes that the school is currently at Sustaining and Growing in relation to the School ExcellenceFramework domain of Learning.

Learning Culture(Sustaining and Growing)

A future focussed, progressive learning culture has developed at Richmond North Public School with in. Studentengagement has increased as a result of the implementation of new learning programs that better meet the needs ofstudents, particularly those with identified special needs. There has been a focus on developing positive, respectfulrelationships across the school community. There is a shared responsibility amongst all staff for the development ofevery student – both academically, socially, behaviourally and emotionally. Staff are committed to regular qualityprofessional learning which focuses on strengthening the delivery of school learning priorities. During 2016 and 2017, theteaching staff have been involved in extensive professional learning centred on student writing and spelling as well aslearning about Restorative Practices, Critical and Creative thinking and teaching pedagogy. This professional learninghas been conducted in a collaborative environment, where teachers are able to share ideas and plan in stage groups.

Parent involvement and community partnerships have been integral to our improvement. Regular information sessionsare conducted by teachers for parents on a range of topics from classroom outlines through to reading, homework andschool policy. Annual parent information sessions are also conducted by Real Schools (Adam Voigt) which informparents about school culture and behaviour systems (Restorative Practices).

Wellbeing(Sustaining and Growing)

In 2015, our three core school values of RESPECT, INCLUSION and EXCELLENCE, were set as the foundation of ourvision statement and as a result, became the foundation of our review of student wellbeing programs. Over the past threeyears we have implemented Restorative Practices to support students in conflict situations. It’s focus on ‘making thingsright’ between students leads to the development of empathy in students and provides a pathway to restoring damagedrelationships. Our Learning Support team and LaST have worked diligently to streamline and strengthen procedures tobetter meet the needs of students in a timely way. This has resulted in the reviewing and updating of the schooldiscipline policy, attendance policy and learning support procedures. Student wellbeing is well supported through theSchool Counsellor, School Chaplaincy program and Rock and Water program.

Curriculum and Learning (Sustaining and Growing)

A diverse learning curriculum is offered at RNPS which not only caters for the varied needs of students, but is based oncurrent research and good practice. Classroom programs incorporate the integration of technology and differentiation ofcurriculum. A range of extra–curricular opportunities are provided for students in areas such as music, dance, publicspeaking, sport, debating, enrichment and extension as well as student leadership. Strong learning alliances have beenestablished with Colo HS, local preschools, Real Schools, Educator Impact and ScopeIT to support the implementationof quality learning programs across the school. The school has high quality transition programs in place which ensurecontinuity of student progress. Parents and community are encouraged to provide feedback about learning programsand to contribute to forward planning.

Assessment andReporting (Delivering)

Richmond North Public School consistently draws upon a range of school and Department of Education assessmentdata to inform both teaching and school planning. PLAN data, PM benchmarking reading levels, South Australianspelling, PAT Reading and Maths, School Excellence Framework reports, NAPLAN results and classroom data is usedto track student learning. This data provides useful information about student learning and progress, allowing teachers toeffectively modify and differentiate teaching programs to best cater for the individual needs of their students.

Student progress reports, Learning Plan conferences and parent teacher interviews ensure parents have a clearunderstanding of how their children are progressing and what future focus areas will be. In 2015, a new school studentreport was developed in consultation with the whole school community.

Student Performance Measures (Sustaining and Growing)

Student performance in school assessment data, School Excellence Framework data and NAPLAN data indicate strongvalue–added growth across all stages. We have a significantly low number of students achieving below the NationalMinimum Standards in most areas. Students achieving in the top 2 skill bands has varied with cohort groups. We areworking hard to achieve a more consistent result in this area. The introduction of our E2 (Extension andEnrichmentprogram) has been a direct response to this.


Teaching

After analysing external and internal assessment data, detailed sets of evidence, the school 5P plan, the schoolmilestone document, School Excellence Framework Data and the Annual School Report, the Richmond North PublicSchool community believes that the school is currently at Delivering in relation to the School Excellence Frameworkdomain of Teaching.

Effective Classroom Practice (Delivering)

The PDP process provides a framework for teacher refection and growth. All staff at Richmond North engageenthusiastically with this process. Our partnership with Educator Impact has also aided in developing a systematicapproach to continuous improvement in teaching practice. This, in conjunction with our student wellbeing initiatives,discipline policy and learning support structures, has resulted in well managed and cohesive classrooms. The use ofassessment rubrics(iMaths), problem based learning activities and the integration of technology in lessons, has resultedin better planned and more engaging lessons. A continued focus on providing quality feedback regularly to students hasalso contributed to more effective classroom practice.

Data Skills and Use (Delivering)

Data is used regularly at Richmond North Public School to inform teaching and to identify areas of achievement andfuture development. Staff continually develop their data analysis skills through activities such as NAPLAN analysis,collaboratively reviewing school assessment data on SENTAL and sharing and discussing student behaviour trends andissues. Teachers review and adapt their practice as a result of reviewing the data. Findings and recommendations thatarise from this data analysis is shared throughout the school community via the Annual School Report and vianewsletters and assemblies.

Collaborative Practice (Sustaining and Growing)

A strong culture of collaborative practice exists at Richmond North Public School which reflects our commitment to 21stcentury practices. The extensive PDP process and professional learning focus which incorporates 360–degree lessonobservation and feedback greatly enhance staff ability to work effectively. Regular engagement of the school communityin planning and evaluation of school programs and initiatives has also greatly increased collaboration across theschool. Teachers work collaboratively in stage groups to plan lesson sequences. Beginning teachers are paired withmentor teachers who provide guidance and support across a range of areas. The school draws upon the expertise ofteachers to lead professional learning sessions and to coordinate various teaching programs.

Learning and Development (Sustaining and Growing)

Richmond North has a strong focus on providing quality professional learning opportunities for every staff member in linewith DoE and school priorities. Opportunities for Professional Leaning range from whole school staff development daysto weekly staff meetings, attendance at training courses and professional discussions in stage groups. Staff are alsoencouraged and supported to lead professional learning opportunities within the school. Following participation inprofessional learning activities, staff are required to evaluate and share their learning with colleagues. Over the pastthree years, staff have participated in PL activities with a strong research and evidence base – including Seven Steps toWriting Success, Critical and Creative Learning, Visible learning, Expeditionary learning, Restorative Practices, Rip It UpReading, MiniLit, MultiLit and Reading Recovery.

Professional Standards (Sustaining and Growing)

The setting of teacher professional development goals in collaboration with colleagues contributes significantly toincreasing and maintaining professional standards. During 2017, staff members at Richmond North Public School havebeen accredited at proficient level. All staff members contribute to programs beyond their classroom such as sportingteams, Wakakirri, debating, dance and music groups as well as public speaking. All teachers keep their professionalknowledge up to date. All staff conduct themselves in accordance with Departmental policy and maintain high standardsof personal and professional behaviour.

Leading

After analysing external and internal assessment data, detailed sets of evidence, the school 5P plan, the schoolmilestone document, School Excellence Framework Data and the Annual School Report, the Richmond North PublicSchool community believes that the school is currently at Sustaining and Growing in relation to the School ExcellenceFramework domain of Leading.

Leadership (Sustaining and Growing)

Richmond North Public School has a strong commitment to the development of leadership skills in both staff and


students. Opportunities have been provided for teachers to relieve in executive roles for extended periods. All staff areexpected to lead and coordinate programs and initiatives within the school that develop their leadership skills. Theschool provides several opportunities for staff, parents and community to feedback on school performance. This is donethrough forums, surveys and informal discussions. The school has developed strong partnerships with external agenciesand engages these partnerships to improve outcomes for the school and students. Examples of this include ourpartnership with Connect Family Services and Community Kids Pre School in delivering our Kickstart to Kindergartentransition program; our relationship with Redbank Development in funding our school community kitchen and chickencoop; our partnership with Real Schools to strengthen our school culture; and our partnership with Educator Impact inimproving teacher performance.

School Planning, Implementation and Reporting (Sustaining and Growing)

Our school 5P Plan, milestones document and annual school report indicate clear strategic directions and focus areas forthe school in 2015–2017. These three documents combined with the evidence sets included highlight the systematicplanning, implementing and reporting of school progress towards school targets. Our School Plan incorporates a clearvisions and values which underpin all we do at school. Our School Plan is reviewed and revised regularly based onfeedback, analysis of data and review of current research and good practice.

School Resources(Sustaining and Growing)

Strategic financial management at Richmond North Public School hasensured that the school’s physical resources andfacilities are well maintained and support the education of our students. Efficient financial management has allowed us togain efficiencies in a range of areas and from these savings, have been able to invest funds into upgrading our schoolhall, renovating the school office/reception and purchasing photocopiers. We use our physical learning spaces flexiblyand have transformed unused storage spaces into learning spaces eg. Radio station, Community Kitchen andMakerSpace/workshop. We have been strategic in making staffing appointments that enable us to better meet the needsof students and also to reach our school plan targets. Significant staff roles are delegated to Executive and teachers toupskill them as part of our school succession planning.

Management Practices and Processes (Delivering)

The school leadership team at Richmond North Public School continue to develop effective management systems,structures and processes. We have worked to implement more effective communication systems both internally andexternally to the school. We utilise newsletters, Apps, email, webpage, paper notes, school sign and SENTRAL as ourmain tools of communication. Our School Administration Manager has worked to develop more efficient office processesand systems including new processes for purchasing (in line with LMBR requirements, new school excursion procedures,as well as new communication processes. The Executive have worked at improving our responsiveness to communityfeedback. The school has had a strong focus on strengthening our community engagement. This is reflected in ourincreased attendance at school events such as Open Day, Grandparents Day and the Ring Out Richmond North SchoolConcert. It is also evidenced through our quality Kickstart to Kindergarten transition program, strong communitysponsorship for school programs, increased attendance at Parents and Citizens meetings and improved response tofeedback requests.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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/sef–evidence–guide


Strategic Direction 1

Excellence in Student Learning

Purpose

All students will become literate and numerate while at the same time developing the essential 21st Century skills ofCritical thinking, Collaboration, Communication and Creativity (4 C’s).

We will nurture in students a love of learning and provide a varied curriculum mix that develops the ‘whole child’. Ourstudents will be self–motivated learners who are active partners in their educational journey.

Students are engaged in meaningful learning experiences; utilising appropriate and contextual ICT. Our students willdevelop the necessary skills to function effectively and positively in the modern world.

Overall summary of progress

Significant progress towards this Strategic Direction has been made over the course of our 3 year school plan. Studentsin have achieved above expected growth in 2 or the 3 years in NAPLAN for both Reading and Numeracy.

There are many examples of students displaying 21st century skills through programs such as Studio K – Radio and filmmaking, coding classes, the school kitchen garden program, Space Camp and Yellow Lantern.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All students to achieve at orabove expected growth inNAPLAN 3–5 and 5–7.

$28 500 (includes SLSOsupport)

Student growth in NAPLAN from years 3–5 was52% of students achieving at or above expectedgrowth in Reading and 37% in Numeracy.

Student growth in NAPLAN from years 5–7 was48% of students achieving at or above expectedgrowth in Reading and 50% in Numeracy.

Evidence of student collaboration,creativity, critical thinking,communication and integratedICT in teaching programs

$31 500 – support forprograms.

Radio station, media project and film festivalmaintained.

Coding classes continued

Cooking program and Jellybean Music programscontinued.

Next Steps

See school plan 2018 – 2020



Collaborative, Effective Teaching

Purpose

To build leadership capacity in staff and students.

Teachers deliver well planned, engaging lessons, using performance data to inform their teaching.

Teachers regularly review learning with students, providing feedback to students on how to improve.

The school has embedded and explicit systems for collaboration, mentoring and coaching and the modelling of effectivepractice to drive and sustain school wide improvement in teaching.

Teachers are supported and actively engaged in planning for their own professional and career development.


Staff continued to actively engage in the PDP and Educator Impact processes which has led to positive professionallearning and growth for teachers.

Staff also actively participated in collaborative planning in stage and whole school groups. Time was provided toteachers to share lesson ideas, observe exemplary practice and review student assessment data.





1. All staff have developed plansin line with the Performance andDevelopment Framework thatincorporate professional goalsand professional learning plans.

$26 800 – staff professionallearning

Staff wrote and implemented Performance andDevelopment Plans.

Performance and Development Plans reviewed atend of semester 2

SMART goals were developed by every teacherafter review and lesson observations.

All staff participated in ongoing ProfessionalLearning sessions in line with their PDP's–including PL in – Restorative Practices, SevenSteps to Writing Success, Creative and CriticalThinking, LMBR training and incorporating ICT intoclassrooms

2. All staff are collaborativelyplanning, contributing to theprofessional learning of othersand participating in peerobservation and review oflessons.

$8500 – Educator Impactprogram

$14 500 – Teacher reliefcosts

Lesson observations completed, data compiled andfeedback reports generated on a whole school andindividual teacher basis using Educator Impactsoftware.

Stage groups collaboratively planning classprograms.

Staff leading Professional Learning sessions.

Next Steps

See new School Plan 2018 – 2020.



Inspirational School Culture

Purpose

To establish a clear school identity centred on the core values of respect, inclusion and excellence.

To engage parents and community in meaningful ways that add value to our school and improve student learning.

To strategically develop strong links with local Pre–Schools and build strong pathways for students to transition betweensettings.

To implement effective, efficient and regular means of communication between the school and our parents andcommunity.






1. Increase in parent attendanceat P&C and school functions.

$3400 – for promotionalitems, communityhospitalities/catering

$3500 – parent andcommunity programs

Sustained high attendance by parents at Ring OutRichmond North, Film Festival, Grandparents Day,Education Week Open Day and sports carnivals.

Expand opportunities for parents to contribute toschool life through tutor programs, classdemonstrations, volunteering in the Kitchen Gardenetc..

Steady increase in P&C meeting attendance–developing strategies to increase recruitment in2018.

2. Evidence of whole schoolimplementation of RestorativePractices and Kids Matter

$8500 – RestorativePractices program andresources

Sharing sessions conducted during staff meetingsaround Restorative Practices. Student trainingsessions.

3. Survey of parents indicatessatisfaction with communicationsystems

$3500 – School newsletterand website costs

Increased use of school e–news for newsletter,notices and updates.

Increased engagement/likes on school Facebookpage

Parent satisfaction survey conducted in Tm4.

4. Regular contact andstrengthened relationships withPre–Schools and high school.

$18 500 – costs fortransition programs includesstaffing contribution

Community Kids preschool attending transitionprogram weekly in Semester 2

Increased involvement of Preschools in schoolevents such as the Easter hat parade.

Attendance at High School transition days at ColoHigh

Attendance of Stg3 students at High School WhiteRibbon Day event

Next Steps


See new School Plan 2018 – 2020.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6800 – includes teacherrelease to develop Learningplans

$12 500 – SLSO costs

$5500 – program costs

Assessment data collected, indicating growth

Learning Plans in place and reviewed onSENTRAL, monitored throughout the year,achievement of majority of goals

SLSO support for students requiring extraassistance

Focus on Aboriginal perspectives in Historyand Geography

Participation in NAIDOC and Allowah events

English language proficiency $11 000 – programmaterials and SLSOsupport costs

Individual Support provided to students whererequired through SLSO and Learning SupportPrograms

Assessment data collected and indicategrowth

Low level adjustment for disability $89500 – includes $70 000staffing cost for 0.7 LaSTallocation. Also includesSLSO costs for supportingstudents experiencingdifficulties.

Assessment data collected, indicating growth

Funding for LaST teacher (0.7) $70 000

Improved behaviour – SENTRAL records

Teacher trained in Reading Recovery–program implemented

SLSO support and Learning support forindividual students where required.

Quality Teaching, SuccessfulStudents (QTSS)

$16 500– includes costs ofteacher relief for planningand programming time

Support for teachers to implement their PDP's

Quality professional learning opportunities forteachers in Restorative Practices,Assessment tracking and Writing.

Provision of opportunities for staff to shareideas and lead professional learning sessions

Support provided to facilitate collaborative,Stage based programming and planning

Socio–economic background $15 500 – staffing costs inclTeacher RFF and SLSO

$38 500 – programsubsidies and costs

$10 000 – studentassistance and subsidies

NAPLAN data for low SES students equal toor better than the general student population

Special programs (incl. Media project, KitchenGarden, Jellybeans Music, Cooking classesand Coding classes) successfullyimplemented and evaluated by parents,students and teachers

Low SES background students are supportedto attend school camps and excursions.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 94 80 97 109

Girls 62 56 70 95

Student attendance profile

School

Year 2014 2015 2016 2017

K 92.2 93.7 94.6 91.8

1 94.5 92.6 95.3 93.2

2 95.3 93 96.4 92.4

3 94 92.5 94.2 94.8

4 96.6 93.9 94.4 91

5 91.1 92 93.8 93.5

6 94.4 92 94.2 93.9

All Years 94 92.9 94.6 92.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Student attendance is closely monitored by the schooland supported through the Home School Liaisonprogram. While our school attendance levels arecomparable to the State averages, we are alwaysexploring ways to improve this number. The schoolrecognises that attendance at school is closely linked toacademic performance and as such this area willcontinue to be a priority focus at Richmond North PS.

Class sizes

Class Total

KINDY WHITE 21

KINDY RED 21

12 RED 24

12 WHITE 25

34 WHITE 26

34 RED 25

56 RED 32

56 WHITE 31

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 8.9

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.42

Other Positions 2

*Full Time Equivalent

No staff members at Richmond North identify asIndigenous.

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 40


Professional learning and teacher accreditation

All Staff at Richmond North participated in ProfessionalLearning sessions throughout 2017. ProfessionalLearning sessions specifically targeted –

DoE Mandatory training areas such as – WorkingWith Children, Code of Conduct, Child Protection,FirstAid and Anaphylaxis training, Emergency Care

Priority areas as identified in our school plan,including – Restorative Practices and School CulturePL, Creative and Critical thinking, Seven Steps toWriting Success PL.

Training linked to Teaching Standards,Performance Development Framework and SchoolExcellenceFramework, including – participation inthe Educator Impact PL, review sessions on PDP's, PLon the External Validation process, use of MyPL aswell as their own journals to record their PL hourstowards Accreditation. Weekly staff meetings providedopportunities for staff to share ideas about goodpractice as well as providing opportunities for staff tolead PL – developing their own leadership skills.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 29,604

Revenue 2,569,607

Appropriation 2,451,074

Sale of Goods and Services 11,064

Grants and Contributions 103,165

Gain and Loss 0

Other Revenue 3,439

Investment Income 864

Expenses -2,339,590

Recurrent Expenses -2,339,590

Employee Related -2,098,932

Operating Expenses -240,658

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

230,017

Balance Carried Forward 259,621

Surplus funds at the conclusion of the year will be usedto fund various capital works and equipment purchaseswithin the school including – air conditioning for theAdmin block and classrooms, Large Ceiling fans for thehall, removal of partition walls between classrooms andreplacement with permanent walls, outdoor furniture forstudents, replacement of Interactive Whiteboards withTouchscreens in classrooms, sports equipment andteaching resources.

Financial summary equity funding

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


2017 Actual ($)

Base Total 1,621,907

Base Per Capita 25,522

Base Location 0

Other Base 1,596,385

Equity Total 188,079

Equity Aboriginal 24,226

Equity Socio economic 63,503

Equity Language 12,118

Equity Disability 88,232

Targeted Total 12,931

Other Total 494,487

Grand Total 2,317,404

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

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.

There has been a slight decline in student performancein Reading for Year 3 students, while Year 5 resultshave remained steady. Writing will continue to be afocus area in our 2018 – 2020 School Plan.

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6

Percentage of students 4.6 4.6 31.8 36.4 18.2 4.6

School avg 2015-2017 5.9 7.3 28.0 26.6 23.5 8.8

Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2015-2017 0.0 19.2 26.5 32.3 19.0 2.9

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2015-2017 7.7 15.9 24.0 27.5 17.6 7.5

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2015-2017 18.0 23.1 37.4 15.2 6.4 0.0

Student performance in numeracy has improved inYear 3, with 40% or students achieving results in thetop 2 skill bands. Performance for Year 5 students hasdeclined slightly.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2015-2017 2.9 10.2 36.2 26.1 18.8 5.8

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 20.9 42.5 16.7 9.5 10.4

The My School website provides detailedinformation and data for national literacy and numeracytesting.

Go to http://www.myschool.edu.au to access the schooldata.

In accordance with the Premier's Priorities:Improving education results, schools are required toreport their student performance for the top twoNAPLAN bands in reading and numeracy.


The percentage of Year 3 students in the top two bandshas remained steady in reading but has shown pleasinggrowth in numeracy. Results in Spelling andGrammar/Punctuation have been steadily improvingwhile their has been significant growth in Writing. Thepercentage of Year 5 students in the top two bands hasdecreased in reading but has remained steady inwriting and numeracy.

Another reporting requirement from the StatePriorities: Better Services – Improved Aboriginaleducation outcomes is for schools with significantnumbers of Aboriginal students to report thepercentage of Aboriginal students in the top twoNAPLAN bands. Richmond North Public School doesnot have the minimum 10 Aboriginal students in acohert required to report on this priority.

Parent/caregiver, student, teachersatisfaction

In 2017, the school sought the opinions of parents,students and teachers about the school. Thisinformation was sourced through surveys, informaldiscussions, Educator Impact analysis of teaching andlearning, and through peer review. Parents were giventhe opportunity to provide responses through a survey. This is a summary of their responses –

– 96% agreed that the school provides a safe andsecure environment for their children;

– 91% believed that their children are happy at school;

– 98% found that the teaching and support staff wereapproachable and helpful; and

– 90% would recommend the school to others.

– 91% believed that they were given opportunities toparticipate in school activities

Students were given the opportunity to providefeedback on teaching practices in their class.

102 students from K–6 were involved in this datacollection. A summary of these findings include –

– Students feel they have positive relationships withtheir teachers

– Students feel that lessons are at the right level ofdifficulty for them

– Students feel that they are provided with usefulfeedback of their learning

Teachers completed peer observations of teachingpractice and the data collected indicated that –

– Creating relationships with students was a keystrength in all classrooms

– Teachers set clear objectives for learning in lessonsand provide useful feedback to students

– Teachers identified Classroom Management andCalibrating Difficulty as areas for further development.

– With reference to the AITSL teaching standards, ourstrengths are Standards 2 and 5, our best area fordevelopment is Standard 3.

Policy requirements

Aboriginal education

Students of Aboriginal background make up 11% of ourstudent population. Our School Excellence dataindicates that outcomes achieved by these students arecomparable to those of the general school population. Policy, curriculum and management planning reflect theschool community commitment to maintaining anintegrated approach to Aboriginal education, thecontent and perspectives being integrated into all theKey Learning Areas. Aboriginal perspectives continueto be incorporated into units of work with the focus onAboriginal history, culture and contemporary issues. This year we have implemented a range of programsand structures to support students of Aboriginalbackground as well as building understanding andreconciliation across the whole school community.

• Many indigenous students participated in ourWakkikiri performance group as well as participating inNAIDOC and Allowah Day events

• Additional support provided to Aboriginal students fortransition into high school..

• A School Learning Support Officer (SLSO) providedsupport (using monies received through ResourceAllocation Model – RAM – Aboriginal Education). Aboriginal students were targeted in reading to developtheir skills.

• Personalised Learning Plans were developed cateringfor individual student need. These were developed inconversations held between student, parent andteacher.

• Aboriginal students were provided with financialsupport to attend Hawkesbury Enrichment courses,camps and excursions.

Multicultural and anti-racism education

The school maintains a focus on multicultural educationand anti–racism within all curriculum areas, providingprograms to develop the knowledge, skills and attitudesrequired in our culturally diverse society. Mr AdamWheat is the Anti–Racism Contact Officer at RichmondNorth Public School and in 2017 there were no issuesreported to him related to racism within the teachingworkplace or the students’ learning environment. Richmond North Public School is committed to theprinciples of multicultural education through:


– Welfare policy development considering all cultures;and– Providing multicultural perspectives within allteaching/learning programs.

– All students participated in an Anti–bullying Day witha focus on taking action as a bystander.

– Harmony Day activities


Documents

2017 Richmond North Public School Annual Report · 2018-05-01 · Introduction The Annual Report for€2017 is provided to the community of€Richmond North Public School€as an