2018 Rainbow Street Public School Annual Report...Introduction The Annual Report for 2018 is...

Rainbow Street Public SchoolAnnual Report

2018

2930

Printed on: 4 May, 2019Page 1 of 22 Rainbow Street Public School 2930 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Rainbow Street 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.

Joann Sayers

Principal

School contact details

Rainbow Street Public School90-98 Rainbow StreetRANDWICK, 2031www.rainbowst-p.schools.nsw.edu.aurainbowst-p.school@det.nsw.edu.au9398 1986


Message from the Principal

2018 is the first year of the School Plan which drives our school improvement for 2018 through to 2020. The plan wasdeveloped early in 2018 following consultation with all stakeholders. The three strategic directions in the School Plan are:Innovation, Making A Difference, and Happy, Healthy and Engaged.

Our NAPLAN results continue to be above the state average in all areas (refer to school performance data in this report).Year 6 students participated in the VALID Science and Technology 6 Assessment. In the International Competitions andAssessments For Schools (ICAS), across the areas of English, Spelling, Writing, Maths, Science and DigitalTechnologies students at Rainbow Street Public School achieved 5 Certificates of High Distinction, 47 Certificates ofDistinction and 87 Certificates of Credit.

This year the school was externally validated against the School Excellence Framework. This extensive process foundthe school to be Sustaining and Growing overall with the school Excelling in the area of Reporting.

Students have been engaged in a variety of sport, extra curricular activities, performances, and incursions andexcursions to support students' classroom learning. In the sporting arena Rainbow Street continued its participation inthe Premier's Sporting Challenge and received a Diamond Award. Four very successful carnivals were held: Athletics,Swimming, Cross Country and K–2 Athletics. The band has gone from strength to strength under the tutelage ofDirections in Music. The increasing large bands have performed at the Big Band Bash and concerts at school. The choir,recorder group and a strings representative performed in concerts at the Sydney Opera House. Many extracurricularactivities supported classroom learning including Maths Olympiad, Debating, Chess, Public Speaking, Premier's SpellingBee, Premier's Reading Challenge, Drama Club and Showcase Dance Group.

Strong relationships and support from the parent community further enhance learning.

Throughout 2018 the school community has literally watched the new school being built from the ground up with the firstslabs laid at the beginning of the year. And whilst it has not been without its challenges it is an extraordinary opportunitywe have been provided with. The completed spaces provide purpose built, future focused, flexible learning environments.Those who thought the pop up school was great – you haven't seen anything yet! The project includes:

• 35 new teaching spaces • five refurbished teaching spaces • four special purpose spaces • refurbishment of the heritage main block to include new staff and administration areas and teaching spaces • a new library block • an upgrade of the current hall • a new canteen • an expansive covered outdoor learning area (COLA) • regenerated back field and two new netball/basketball courts.

Over the Christmas 2018/January 2019 school holidays the school's physical resources will be moved into the newbuildings. Students will commence classes in their new learning environment in 2019. We can't wait!

Joann Sayers

Principal

Message from the school community

I'll start with the obvious, 2018 certainly has been a "building year"! I'll admit, I'm sometimes nostalgic about the littleVillage School that my now 13 year old started at: with its pink main building, quaint internal hall (later known as theGallery Of Learning). As we can see for ourselves, scaffolding is being replaced by form. Plain concrete adorned withcolourful cladding. Our future literally taking shape. Similarly, this year our new P&C has taken shape.

I say 'new' almost literally, in one year – 2017, a significant number of our Executive, a cohort of capable, industrious andeffective mums moved on with their youngest children beyond Year 6. I'm sorry to say some of us, um, well me forexample … took their amazing work for granted. I thought I was working quite hard enough, thank you very much,helping out at the occasional BBQ, Art Show working bee, car boot sale and the odd Kindy orientation speech. Theseevents, fun to participate in, challenging and rewarding to help set up, are nothing without volunteers and participants ofcourse. To actually succeed, it's crucial to have coordinators with the commitment and vision to get the job done. Thistakes tact, diplomacy, flexibility, tolerance – and TEAMWORK. Being of Good Faith should be a given. Overall from ashaky start at the end of last year, with an incomplete Executive, a green President and Vice President – ably assisted byan experienced former president, the remaining Treasurer, and some patient old–hands we've adapted. Through the


year we added a Secretary, another Vice President and non–Office Bearers.

We've also adapted to our Surroundings (i.e. a building site): we went back in time to a fun "Meet and Greet" at theRandwick Ritz, Trivia Night, Uniform Pool sale, Mother's and Father's Day stands, plus our fortnightly Library Fridaysocial working bees.

Officially, we raised about $13, 000, not including the later Trivia Night: • About $1400 from Clothing Pool • Around $1100 each from Mother's and Father's Day Stalls • $2600 from Bunnings • $3,300 from Trivia Night • $4,400 from Cookbook Sales

It is notable, too the that the highest total in this breakdown is from the "Rainbow Street Eats" cookbook. The hard workof 2017's working group –which I consider to be of Gold Standard class– continues to pay off.

We've been busy up to last week and beyond, serving on panels to help choose new staff, including a new AssistantPrincipal, and ensuring we have the best quality Out of School Hours Care for our children.

To us, this school, regardless of the beauty of its structure, the efficiency of its new learning spaces, is completed bypeople who extend their care beyond their immediate families and selves, to this vibrant, diverse School parentalcommunity we belong to. A School is just buildings without quality, caring people working together for our children.

Greg Dodwell

P&C President


School background

School vision statement

To maintain equity in a caring, supportive school within a culturally diverse, pluralistic environment where each memberof the school’s community strives for excellence in teaching and learning and where each child can reach their personalbest.

Our mission is to educate children to reach their maximum potential; intellectually, socially and physically, and to ensurethat they become confident, involved members of society.

In learning for the future, we strive to develop in students the skills and capabilities to thrive in a rapidly changing andinterconnected world.

Our core values of Caring, Learning and Effort underpin all that we do.

School context

Rainbow Street Public School is situated in the historic City of Randwick in close proximity to the University of NSW andPrince of Wales Hospital.

The 434 students currently enrolled come from 51 different language backgrounds. 1.8% of students are Aboriginal. Theschool has four classes of students with disabilities who make up a support unit within our school. The schoolcommunity supports an inclusive and non–discriminatory culture.

Students engage in learning experiences across the six key learning areas and the authentic use of information andcommunication technologies is used to support teaching and learning programs. There is also an extensiveextracurricular program. The creative arts program enables students to participate in the school band, strings ensemble,recorder, choir, drama and dance groups, showcasing their talents in school, district and regional performances. Thechess, debating and public speaking teams perform very well in their respective competitions. Students participate inPrimary School Sports Association competitions with other local schools. The school values the Live Life Well mantraand implements programs to support this across the school.

Parents value the diverse culture of the school and are active and committed members of the school community.

The school has developed a strong learning alliance, QT East, with two other local schools.

The school is currently undergoing major capital works that will provide state of the art, future focused learningenvironments.

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 that in the School Excellence Framework domain of Learning, overall the schoolrated as Sustaining and Growing. Specifically we rated as Sustaining and Growing in Learning Culture, Delivering inWellbeing, Sustaining and Growing in Curriculum, Sustaining and Growing in Assessment, Sustaining and Growing inReporting, and Sustaining and Growing in Student Performance Measures. Evidence collected in the areas of QualityTeaching and Learning, Wellbeing, Assessment and Reporting, and Learning Support demonstrate Rainbow StreetPublic School's commitment to developing a culture committed to learning and ongoing performance improvement.Wellbeing processes and clear and explicit behaviour expectations complement classroom practice to meet the needs ofall students. An integrated approach to quality teaching and curriculum planning and delivery, is being developed with anemphasis on consistency of practice across the school. Assessment and reporting procedures are continually beingrefined and developed, and differentiated learning and formative assessment integrated into teaching practice. Transition


programs support students as they enter Rainbow Street Public School, move from year to year, and move on to othereducational settings.

The results of this process indicated that in the School Excellence Framework domain of Teaching, overall the schoolrated as Delivering. Specifically we rated as Delivering in Effective Classroom Practice, Delivering in Data Skills and Use,Delivering in Professional Standards and Sustaining and Growing in Learning and Development. Evidence collected inthe areas of Quality Teaching and Learning, Effective Classroom Practice and Leadership highlight the commitment toimplement effective teaching methods as teaching and learning programs are reviewed and refined, and data collectedand analysed. Procedures and processes are in place to provide opportunities for collaboration and to support theongoing development of teachers. Performance Development Plans and ongoing professional learning linked to systemand school priorities enhance the performance and build capacity of the staff.

The results of this process indicated that in the School Excellence Framework domain of Leading, overall the schoolrated as Sustaining and Growing. Specifically we rated as Sustaining and Growing in Educational Leadership, Deliveringin School Planning, Implementation and Reporting, Sustaining and Growing in School Resources and Sustaining andGrowing in Management Practices and Processes. Evidence collected in the areas of Effective Classroom Practice,Leadership and Community highlight the commitment to a culture of high expectation, instructional leadership andcontinuous improvement. Consultation with, and feedback from, the school community, and the collection and analysis ofdata, inform the school plan and strategic directions of the school. Extensive management systems and processes, andeffective resourcing are in place to ensure smooth day to day operation and ongoing school improvement. The schoolcommunity works together to provide the best learning environment for students.

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

Innovation

Purpose

To provide rich learning experiences that develop students who are innovative, creative and critical thinkers who workcollaboratively and have the skills and knowledge to function in an increasingly complex world. Students are inspired tobe leaders of their own learning and a broad, rigorous and challenging curriculum is used to connect students andengage their sense of curiosity. The learning environment cultivates the development of flexibility, innovation andcollaboration enabling learners to solve complex problems and become mindful global citizens.

Overall summary of progress

The focus has largely been on occupancy of our new learning environments. This has included professional learning forstaff and weekly sessions planning occupancy strategies. Each stage team has drafted a document outlining how theywill operate in the new learning spaces. Key components of these plans include:

• One learning community • Communication space and daily stand up meetings • Mentor teacher for pastoral care, administration, parent contact, reports, parent/teacher interviews etc. • All staff contribute to the learning and assessment of all students in the space and maintenance of the space • Learning is predominantly student–centred and self–directed. Teacher–centred instruction to large groups for long

periods is limited. The primary purpose for this mode of teaching is explicit instruction • Interdisciplinary is a key objective • Feedback • Technologies are mobile and interactive • A shared vocabulary and all spaces across the schools are named the same e.g. Learning Studio, Creation Station

etc. • Working with others and good teamwork

Kindergarten successfully moved into their new learning environment in July. Observations, evaluation and feedbackfrom educational consultants has shown the team to be working very well and students engaged and effectively using thelearning spaces.

The use of Information and Communication technologies to support learning has been enhanced by the purchase ofadditional resources including Chromebooks. A focus has been on the authentic use of ICT and moving students beyondbeing just consumers of ICT to creators.

STEM and STEAM focused activities and enriched tasks that provide increased opportunities for students to develop anduse critical and creative thinking, communication and collaboration, have been developed and incorporated in teachingand learning programs.

The school's Bring Your Own Device (BYOD) policy has been developed and presented to the school community.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increase in student centredlearning (baseline data collected2018 pre occupancy) • Increase in school mean acrossthe eight drivers of studentlearning (TTFM teacher survey) • Teaching and learningprograms show evidence oflearning experiences that utilisetechnology and provideopportunities for students tocollaborate, think critically andcreatively and apply knowledge

$16 700 Staff training andsoftware

$39 000 ICT and otherequipment

0.2 QTSS staffing allocation

Kindergarten pre–occupancy data collected

Observations of the Kindergarten learningenvironment and feedback provided to staff

Tell Them From Me survey data collected

Trial of flexible learning spaces

Collaboratively developed teaching and learningprograms and units of work which incorporateenriched tasks with a focus on collaboration, criticaland creative thinking and the use of information and






and skills to new situations. communication technologies

Student input into the development of rubrics

Next Steps

• Evaluation and refinement of occupancy plans will occur in Term 1 Week 5, at the end of Semester 1 and again atthe end of Semester 2 in 2019.

• The Executive team will monitor the effectiveness of use of the learning spaces. • Learning alliances and collaboration with other schools and organisations to share best practice and successful

strategies for occupancy. • Staff will regulate their own practice and implement effective strategies. • Innovative practices will be trialled and evaluated. • Mentoring and coaching will continue to provide teachers with support to improve. • Modelling of effective practice across the school and teachers engaging in professional dialogue at both a school

level and beyond in regards to the new learning environments will prove beneficial. • The school will continue to use technology to support student learning and effectively embed its use it in teaching

and learning programs. • As BYOD is implemented further professional learning in the effective classroom use of ICT will be required, along

with an emphasis on digital citizenship. It is important that this is implemented across the school. • Increase in STEM/STEAM in classroom teaching and learning programs.



Making A Difference

Purpose

To ensure that students' individual potential is developed and achievement monitored and that classroompractice maximises learning. A culture of high expectations, growth mindset, the use of evidence–based quality teachingpractices, effective assessment and feedback, inspired and passionate teaching, strong foundations in core skills inliteracy and numeracy, student directed learning and strong collective teacher efficacy drive improvement.


All staff have undertaken the Visible Learning Foundation Day training. Visible Learning focuses on what makes adifference. Visible Learners are in tune with their own learning, can articulate where they are going, how they will getthere, and what they will learn next. This is what we want for our students. Staff are enhancing their knowledge andunderstating of their impact through evaluation of the impact of learning and using evidence to inform decisions thatadvance learning. They are evaluating students' understanding and applying interventions to move students towardsuccess criteria, and working on ensuring that feedback reduces the gap between where students are at in their learningand where they need to be. Baseline data has been collected through online surveys, observations, questioning,matrixes and focus groups. The leadership team has also undertaken Evidence Into Action and Impact Coach trainingand the school's 2019 action plan is nearly complete.

Work has continued on the provision of effective feedback to support student improvement and the development ofrubrics and moderation of work samples to ensure consistency of teacher judgment.

All staff have been introduced to the literacy and numeracy progressions which provide a framework for students' literacyand numeracy development.

Staff have collaboratively developed assessment tasks and rubrics and moderated work samples.

Ongoing professional learning linked to staff Performance Development Plans and the school's strategic directionscontinues to be a focus.





• Rating increase in SchoolCapability Assessment (baselinedata collected 2018) • Increase the percentage ofstudents demonstrating expectedgrowth in NAPLAN literacy andnumeracy • Teachers use information aboutindividual students' capabilitiesand needs to develop teachingand learning programs

$32 870 Staff training andteaching resources

0.6 LaST staffing allocation

0.42 Literacy and Numeracystaffing allocation

School Capability Assessment undertaken

Visible Learning project commenced and threetraining programs undertaken

NAPLAN data reviewed by all staff

Staff training in the Literacy and Numeracy Strategyand Progressions and targeted training in Best Start2 and PLAN 2

Teaching and learning programs show learningadjustments for individual students

Collaboratively developed individual learning planscreated and implemented

Using Data With Confidence course conducted forRSPS Executive and interested staff

Next Steps

• Implement the Visible Learning action plan.


• Provision of explicit and timely feedback to students. • Increased use of formative assessment. • Comprehensive implementation of learning intentions and success criteria. • Training for all staff in PLAN 2. • Systematic tracking of student progress (consistently across the school). • Enhance collective teacher efficacy.



Happy, Healthy and Engaged

Purpose

To ensure that students feel known, valued and cared for and that they are motivated and confident learners who arerespectful and tolerant of individual difference. There is a strong sense of connectedness and the school is a safe,positive and stimulating learning environment where students are emotionally, behaviourally and intellectually engagedand students, parents and teachers work together and engage the wider community so that all students can connect,succeed and thrive.


Implementation of the third component of KidsMatter, Working with parents and carers, commenced with training in thiscomponent for all staff. Stage teams continue their teaching of social and emotional learning (SEL) key components. Thisis largely undertaken utilising quality literature.

SMART goals have been developed K–6 and students continue to reflect on their learning.

Individual learning and support plans have been developed and implemented.

A broad curriculum has been provided with opportunities for students to engage in a number of activities outside of theclassroom. These have included dance, drama, chess, public speaking, debating, art extension, recorder, strings, bandand choir, Premier's Spelling Bee, Reading Challenge and Sporting Challenge to name a few. Classroom learning hasalso been supported through excursions including overnight excursions to Mogo, Myuna Bay Sport and RecreationCentre, and Sydney Academy Of Sport and Recreation. The School Swimming Scheme provided students with anopportunity to improve their ability in swimming and water safety, both essential skills.

Many whole school events have been held including Easter and Book Week celebrations, P&C Meet and Greet andTrivia Nights, and Grandparents' Day for example.

Four successful carnivals were held. Rainbow Street students performed very well at the Eastern Suburbs Zone AthleticsCarnival with a large number of students being selected to represent the zone at the Regional Athletics Carnival,exceeding last year's record number. Rainbow Street students also represented the zone at the Regional Cross Countryand Swimming Carnivals and were members of the softball, soccer and tennis teams. Additionally one studentrepresented Sydney East at the State Golf Carnival.

Parents continue to be an integral part of our school community working in classrooms supporting learning and engagingwith the school and the P&C. The Multicultural Food Fair was another outstanding success. From classroom assistancethrough to running events through to Library Fridays and Uniform sales, participation on merit selection and tenderevaluation panels, there is a high level of continued support and teamwork. Information sessions for parents have beenpresented separately and during Connect Time at P&C Meetings. These have included NAPLAN, 2018–2020 SchoolPlan, Reading, Writing, Occupancy and What's Happening.





• Point/percentage increase inTell Them From Me surveymeasures across all stakeholdergroups • Increase the proportion ofstudents demonstrating activeengagement with their learning • Increase in value added forYears 3 to 5 and Years 5 to 7

0.2 QTSS staffing allocation

$4 100 Student awards

$1 500 Community event

$1 500 School Stream

$2 500 to support wholeschool events

Tell Them From Me survey data collected

SEL implemented in the classroom

Stage team review of teaching and learningprograms and ways to enhance engagement in themiddle years

Review of NAPLAN, school–based and externalassessment data

Term stage newsletters and weekly schoolnewsletters inform the school community aboutteaching and learning programs and school events






• Point/percentage increase inTell Them From Me surveymeasures across all stakeholdergroups • Increase the proportion ofstudents demonstrating activeengagement with their learning • Increase in value added forYears 3 to 5 and Years 5 to 7

and information

The School Stream app is used to facilitatecommunication

Parent involvement in classrooms and whole schoolactivities

Whole school events conducted including HarmonyDay, Reconciliation and NAIDOC Weeks,Grandparents' Morning, Easter Hat Parade andBook Week Parade

Library Friday sessions provide an informalgathering for parents

Provision of a variety of learning experiences forstudents

Next Steps

• Implementation of the Working with parents and carers module. • Staff professional learning linked to learning goals, formative assessment and PLAN 2. • Ongoing provision of a broad curriculum for students. • Development of more enriched tasks incorporating critical and creative thinking and effective use of available

learning environments. • Targeted activities to engage parents. • Collaboration beyond the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6 162 All students have a collaboratively developed(student, parents and class teacher)Personalised Learning Pathway.

Recognition of NAIDOC and ReconciliationWeeks.

Student acknowledgment though the DeadlyKids Awards.

English language proficiency 1.0 teacher staffingallocation

0.4 staffing allocation NAPprogram support

$3 000 resources

Release and professionallearning course attendance

Release provided for staff to collaborativelyplan learning support for students.

Staff engaged in EAL/D professional leaningcommunity.

Resources purchased and staff released tosupport Multicultural Day.

Staff attendance at professional learningcourses.

Low level adjustment for disability Additional SASS staffing

0.2 additional teaching staff

Students requiring learning support andadjustments are catered for throughwithdrawal and in the classroom programs.

School Learning Support Officers supportstudents in the classroom and in theplayground.

The Learning and Support Team meetfortnightly to discuss individual student'sneeds and plan targeted interventions.

Quality Teaching, SuccessfulStudents (QTSS)

0.836 staffing allocation Release form face to face teaching for anExecutive staff member to provide support forstaff in teaching coding.

Release form face to face teaching for anExecutive staff member to provide learningsupport.

Release form face to face teaching forExecutive staff to mentor teachers in targetedareas.

Socio–economic background $8 500 Purchase of additional teaching and learningresources purchased

Support for families experiencing hardship

Support for beginning teachers $24 387 Beginning teachers developed a program forutilisation of the support funds. Theseincluded, for example, release form face toface teaching (development of reports,programs, accreditation documentation), peerobservations, mentoring and coachingsessions, and professional learning.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 254 243 248 230

Girls 173 190 199 185

Whilst total enrolments remain relatively steady, theschool has a high level of mobility. This is largely due toproximity to the University of NSW and Prince Of WalesHospitals with visitors from overseas completingperiods of study. A number of families returnedoverseas in 2018 following the Government's changesto visa requirements.

The school's enrolment policy was reviewed at the endof the year in light of the increased availability atcompletion of the major capital works.

Student attendance profile

School

Year 2015 2016 2017 2018

K 97.3 96.7 95.7 96.2

1 94.9 96.9 96.4 95.3

2 95.4 96.7 95.7 95.2

3 95.9 96.6 94.5 94.6

4 95.4 96.1 95 94.5

5 96.1 95.6 94.6 95.4

6 94.8 96.6 93.2 92.8

All Years 95.7 96.5 95.1 94.8

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Due to family commitments overseas a number of ourstudents have periods of leave (Extended Leave –

Travel). Additionally a number of families had largeperiods of extended leave this year due to sabbaticalsand family travel. During this time students eitherenrolled in Distance Education or completed individuallearning programs.

The school uses ebs4 software to record and monitorstudent attendance. Follow up letters are sent forunexplained absences. Additionally, for absences overthree days, the class teacher contacts the parentsseeking an explanation. Reminders of attendancerequirements are periodically published in the schoolnewsletter.

When attendance is a concern, meetings areconducted with parents to develop an attendance planand Home School Liaison Officer support is soughtwhen necessary. In 2018 no students required HomeSchool Liaison Officer intervention.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 17.59

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.8

Teacher ESL 1

School Counsellor 1

School Administration and SupportStaff

7.22

*Full Time Equivalent

The Australian Education Regulation 2013 requiresschools to report on the Aboriginal composition as aproportion of the school's workforce.

One staff member identifies as Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25


Professional learning and teacher accreditation

The ongoing professional learning of all staff is apriority for the school. In line with the school's strategicplan and identified needs, staff attended external andinternal courses including:

Whole school: • Literacy and Numeracy Progressions • CPR and Anaphylaxis • Child Protection • Code of Conduct • KidsMatter Component 3: Working With Parents

and Carers • Visible Learning Foundation Day • Sport and Physical Activity In Schools Safe

Conduct Guidelines • New Learning Environments • Trauma Training • SAP HR Changes

Targeted learning: • Music Performance and Ensemble Skills (one

staff member) • New and Relieving SAM Workshop (one staff

member) • General and Farm Assistants Workshop (one staff

member) • Performance and Development Framework (all

SASS staff) • Focus On Reading (three staff ) • Effective Reading In The early Years (two staff) • Visible Learning Evidence In Action (eight staff) • Visible Learning Impact Coach (seven staff) • Using Data With Confidence (twelve staff) • Introduction To The Literacy and Numeracy

Progressions (one staff member) • Strong Start, Great Teachers (two staff) • Problem Based Learning (three staff) • Developing A Growth Mindset (one staff member) • Step Up To Sustainable STEM (two staff) • 21st Century Assessment and Programming (two

staff) • Futures Learning Primary Innovation Tour (two

staff) • Teaching Science and Technology With

Confidence (one staff member) • Leading Best Start (one staff member) • Best Start 2 (three staff) • PLAN 2 (two staff) • PLAN 2: How To Technical Guide (one staff

member) • Tell Me Your Story: Supporting EAL/D Students In

The Middle Years (one staff member) • Safety and Respect Online (four staff) • Enhancing Digital Literacy In Education With

Adobe (one staff member) • Classroom Management Through Effective

Teaching (one staff member) • Classroom Management Strategies (five staff) • LEAP Conference: Collective Teacher Efficacy

(one staff member) • Anti–Racism Contact Officer (one staff member) • External Validation (one staff member) • Australian Early Development Census Training

(three staff) • NAPLAN Online (one staff member) • iPads In The Classroom (one staff member) • Oliver: New Look Search (one staff member) • Youth In Distress: Managing Suicidality and Self

Harm (one staff member) • Softball Level 1 and 2 Coaching (one staff

member) • Creative Arts Syllabus Consultation (one staff

member) • Running Records (three staff) • Best Practice Literacy Session (three staff) • Choir Workshop (one staff member) • The Teaching Of Phonics (one staff member) • Educating Students With An acquired Brain Injury

(one staff member) • Managing Actual and Potential Aggression (one

staff member) • Future Focused Learning In Schools With Thom

Markham (two staff) • Supporting Students With Autism (one staff

member) • School Administrative Managers Conference

2018 (one staff member) • eFPT Webinar (two staff) • eFPT Systems Financial Planning (two staff) • eFPT Systems Staff Planning (two staff) • eFPT Finance Essentials (two staff) • SAP Managing Timesheets (three staff) • SAP Managing Delegations (one staff member) • Fees and Curriculum (one staff member) • SAP Reports, CEPS and Journaling (one staff

member) • SAP Reports and Banking Management (one staff

member) • School Learning Support Officer Workshop (one

staff member) • Mastering Challenging Interactions (one staff

member) • Developing and Managing The School Budget For

2019 (one staff member)Staff also attended EAL/D Connect, school counsellor,Principal, teacher librarian and temporary and casualteacher network meetings and/or conferences.

All teaching staff undertook at least two classroomlesson observations.

As part of the NSW Educational Standards Authority(NESA) requirements in order to maintain proficientteacher accreditation, new scheme teachers arerequired to undertake 100 hours of professionallearning over a five year period. New scheme teachersmaintaining proficiency engaged in professionallearning activities outlined above to assist them to meetthis requirement. In 2018, one teacher completed heraccreditation and one teacher completed her firstperiod of 'maintenance'.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 637,313

Revenue 4,652,630

Appropriation 4,420,796

Sale of Goods and Services 13,761

Grants and Contributions 208,518

Gain and Loss 0

Other Revenue 600

Investment Income 8,955

Expenses -4,114,450

Recurrent Expenses -4,114,450

Employee Related -3,746,019

Operating Expenses -368,432

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

538,180

Balance Carried Forward 1,175,493

The school's financial management procedures are inline with the Department Of Education's policies andprocedures outlined in the Finance in SchoolsHandbook.

The expenditure of school funds is linked to targetedprograms and budgets that support the day to dayoperation of the school and the school's strategicdirections and ongoing development.

A large amount of money has been carried forward thisyear. The school is nearing completion of its majorcapital works and the funds will be used to support themove to the new learning spaces and purchase ofresources additional to those funded by the project.This includes the professional learning of staff,purchase of ICT equipment and other resourcesrequired, and any unforeseen expenses.

Financial summary equity funding

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

2018 Actual ($)

Base Total 2,827,283

Base Per Capita 92,090

Base Location 0

Other Base 2,735,193

Equity Total 257,808

Equity Aboriginal 7,109

Equity Socio economic 10,461

Equity Language 151,052

Equity Disability 89,185

Targeted Total 891,694

Other Total 239,078

Grand Total 4,215,863

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Results for students in Year 3 were well above the statemean across all four elements of the Literacy domain.In Reading 72.1% of our Year 3 students placed in thetop two bands, in Writing 55.89.5%, Spelling 76.7%,and Grammar and Punctuation 72.1%. These resultsare well above the state average and with the exceptionof Writing, above statistically similar schools. The datafrom Best Start to NAPLAN 3 describes the school asExcelling.

Results for students in Year 5 were also above thestate mean across the four Literacy elements. Growthfrom Year 3 to Year 5 is an area for development withthe school described as Delivering in this area.

Band 1 2 3 4 5 6

Percentage of students 0.0 2.3 7.0 18.6 20.9 51.2

School avg 2016-2018 0 2.5 8.8 14.4 23.1 51.3


Band 1 2 3 4 5 6


School avg 2016-2018 1.9 1.9 10.6 18 26.1 41.6

Band 1 2 3 4 5 6


School avg 2016-2018 1.9 3.8 5 12.5 26.3 50.6

Band 1 2 3 4 5 6


School avg 2016-2018 1.9 0 11.3 19.4 41.3 26.3


Band 3 4 5 6 7 8


School avg 2016-2018 1.3 8.4 9.7 25.2 24.5 31

Band 3 4 5 6 7 8


School avg 2016-2018 0.6 7.7 16.1 27.1 23.2 25.2

Band 3 4 5 6 7 8


School avg 2016-2018 1.3 6.5 11 25.8 28.4 27.1


Band 3 4 5 6 7 8


School avg 2016-2018 3.2 2.6 26.5 36.1 25.8 5.8

Year 3 Numeracy results were well above the statemean. 76.2% of our Year 3 students placed in the toptwo bands. This is well above the state (39.65%) andstatistically similar schools (59.9%).

Year 5 Numeracy results were also above the statemean. 36.9% of our students were placed in the top twobands. This was also well above the state (9.3%).

Band 1 2 3 4 5 6


School avg 2016-2018 1.2 0.6 12.4 18 32.9 34.8

Band 3 4 5 6 7 8


School avg 2016-2018 0 5.8 17.3 25.6 27.6 23.7

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In reading, 72.1% of our Year 3 students and 28.9% ofour Year 5 students were placed in the top two bands.

In numeracy, 76.2% of our Year 3 students and 36.9%of our Year 5 students were placed in the top twobands.


Parent/caregiver, student, teachersatisfaction

In 2018 the school collected data related to the VisibleLearning themes:1. Visible Learners – Students are in tune with their

own learning, they can articulate where they aregoing, how they will get there and what they willlearn next.

2. Know Thy Impact – The primary role of aneducator is to evaluate impact on learning anduse evidence to inform decisions that will advancelearning.

3. Inspired Teaching – Inspired and passionateteachers are skilled in evaluating students'understanding and applying interventions to movestudents toward success criteria.

4. Feedback – Effective feedback reduces the gapbetween where students are in their learningjourney and where they need to be.

5. The Visible Learning System – Consists of thealigned systems and processes that supportwidespread and sustainable implementation ofthe other four strands.

Online surveys, a data collection summary tool, focusgroups, observations and a visible learning schoolmatrix were used to collect data.

Student responses to the question What do successfullearners do? were largely behavioural (listen, do theright thing, work, hard, try best and don't give up,concentrate). When asked How do you know you'velearned something? students responded with: getanswers right, remember it, can do it, becomes easierand do it again. Their primary strategy when stuck intheir learning was to 'ask'. Students agree that thefeedback they receive is positive and strongly disagreethat feedback sounds negative. They prefer feedbackthat is correct and confirming to their learning and feelthat they do receive this type of feedback. Theystrongly agree that the feedback from their teacherhelps them improve. Students report that they typicallyreceive more frequent, helpful assistance from teachersthan from their peers although they do turn toclassmates if stuck. Students agree that they receiveindividual–related feedback and that this significantlyimproves their work. They also receive social–relatedand criteria–related feedback from their teacher.Students agree that teachers provide feedback aboutwhere am I going, how am I doing and where to next.

Parent responses to the question What do successfullearners do? included: enjoy, want to, engaged, applylearning, try their best, behavioural (concentrate, listen),willingness to fail and try new things. Parents knowwhen their child has learned something because theytalk about it, discuss and can explain it. They said thatlearners should: ask, seek help, look at it in a differentway and go back, when learners get stuck in theirlearning.

Teachers use a number of standardised tests, teachermade assessments, anecdotal notes, photos and worksamples and rich tasks to determine where students

are at. Observations showed that the type of teacherfeedback and questioning can be improved withcurrently a lot of surface level questions and a higherlevel of task orientation feedback than processfeedback. In the 12 Visible Learning Mindframes (58statements), teachers at Rainbow Street PS wereabove the norm in 46, at norm for 11 and below thenorm for 1.

Where to next? • Development of learning dispositions and

strategies to use when in the 'learning pit' • Development of a common language for learning

(staff, students and parents) • Consistency in stage assessment plans • Increased tracking of progress and what is

working • Increased student voice • Use of deep questioning


Policy requirements

Aboriginal education

Aboriginal culture is an inherent and significant part ofour Australian identity. We aim to respect,acknowledge, support and advocate Aboriginal andTorres Strait Islander history, culture andaccomplishment. We are committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students.

Teaching staff focused on producing detailed andeffective Personalised Learning Pathways for allAboriginal and Torres Strait Islander students. Theseplans involved consultation with parents, grandparentsand students, and where appropriate, outside agenciessuch as Family and Community Services. Targeted andexplicit Learning and Support Teacher, and SchoolLearning and Support Officer programs andinterventions further supported students in theclassroom.

To promote respect for the unique and ancient cultureof Aboriginal people, we: • Acknowledge the traditional custodians of the

land at all assemblies • Incorporate Aboriginal perspectives across all key

learning areas so that students develop deepknowledge and understanding about the world'soldest living cultures

• Implement the Aboriginal and Torres StraitIslander histories and cultures priority (crosscurricular priority) which provides the opportunityfor students to gain a deeper understanding andappreciation of Aboriginal and Torres StraitIslander histories and cultures, deep knowledgeof traditions and holistic world views

• Reconciliation Week was acknowledged withstudents learning about the shared histories,cultures and achievements of Aboriginal andTorres Strait Islander people. Students exploredhow each of them could join the nationalreconciliation effort.

• In 2018 Rainbow Street Public School celebratedNAIDOC Week with students participating in avariety of lessons and activities about variousAboriginal and Torres Strait Islander topics.Students were involved in a number of learningopportunities around topics such as traditional art,the Dreamtime and successful people.

To celebrate the achievement of Aboriginal studentswho attend school regularly, complete set tasks,improved in their school work, achieve at a high leveland are a positive leader, one student was presentedwith a Deadly Kids Award.

Multicultural and anti-racism education

61% of students at Rainbow Street Public School comefrom diverse cultural backgrounds. For these studentsEnglish is their second or sometimes even thirdlanguage. We currently have students from 48 differentlanguage backgrounds learning at our school. The

largest of these is Indonesian with 21 students.

Rainbow Street Public School supports an inclusiveand non–discriminatory culture. Two English as anAdditional Language or dialect (EAL/D) teachersprovide programs to support the EAL/D students fromKindergarten to Year 6 in our school. Newly arrivedstudents to the school receive daily support through theNew Arrivals Program (NAP). These students arewithdrawn daily in small groups and receive intensiveand explicit English instruction and support. EAL/Dstudents are also supported in their classrooms. EAL/Dteachers work collaboratively with classroom teachersto develop programs to best assist EAL/D students'learning needs in the classroom. They regularly monitorand assess student progress in order to best cater forthe individual needs of EAL/D learners. The studentreporting format implemented in 2017 includesinformation for parents about students' EAL/D phaseand the focus of targeted support.

The annual Rainbow Street Multicultural Day was againa great success. Multicultural Day is a celebration ofthe many cultures that are represented in our school;promoting intercultural understanding and communityharmony. Food from a wide range of countries wasdonated and students engaged in food tasting.Students and staff also supported this event by tellingand reading stories from various cultures and teachingdifferent languages.

In 2018, community harmony activities includedHarmony Day, NAIDOC Week, and ReconciliationWeek. Harmony Day took place on 21 March. Studentswere encouraged to wear as much orange colouredclothing as they could to help celebrate the theme.Students took part in activities aimed at recognisingand promoting belonging and appreciating the diverserange of cultures that make up not only Rainbow StreetPublic School but the whole of Australia. The canteenwas also involved, selling orange coloured food.

A welcome afternoon tea was held for newly arrivedparents from backgrounds other than English. Thisprovided an opportunity for new friendships to beformed and an informal chat with one of the EAL/Dteachers.


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